Students’ Perceptions of Inquiry-Based Learning in Boosting Speaking Skills at Mohamed V University: A Quantitative Study

Abstract

The purpose of this study is to gain insight into Moroccan university students' perceptions towards Inquiry-Based Learning (IBL)as a pedagogical approach to developing initiatives of English speaking. Utilizing data gathered from 140 final year undergraduate students at Mohamed V University in Rabat, the study used a structured questionnaire adapted from well-established instruments measuring IBL and speaking anxiety. Results show very positive perceptions of IBL, including 87% agreeing that IBL activities increased their opportunities for oral practice and 82% reporting that their speaking anxiety was lessened. This study also identifies 1- Collaborative inquiry, authentic questioning, and peer engagement as the most effective in supporting communicative confidence. Overall, IBL implementation had significant positive relationships between students' self-reported improvement in public speaking (r = 0.68, p <. 01). This study adds to the literature on the necessity of active learning pedagogy and its implications for EFL curriculum design in Moroccan higher education.