Integrating Active

Learning Approaches in
Language Learning
Language learning encompasses the development of the macro skills such
as reading, writing, listening, speaking, and viewing. The concern of the
language teacher is how to teach these skills in a holistic manner as these
skills complement each other when used by people in communicating.

Active learning approaches are characterized by learners' engagement in

activities that are geared towards the generation of new knowledge or
making meaning to an existing knowledge while developing other 21
Century skills (such as collaboration, media literacy, critical thinking) in
the process.
Four of the recent active learning approaches introduced to enhance the
teaching learning process are Inquiry-Based Learning (IBL), Research-
based Learning, Problem-based Learning, and Project-Based Learning
(PBL).

Central to active learning approaches is the construction of framing

questions that will guide the learners in their investigation either on a
specific topic or unit. Investigations become more meaningful when these
are related to real life experiences or real world issues or problems.
As learners become active participants in the process of generating new
knowledge, technology whether digital or non-digital, plays an important role
in the utilization of these active learning approaches.

With the ubiquity of technology tools that learners are exposed to, it is
the teacher's role to ensure the appropriateness and relevance of such
tools in the development of learning competencies.
Inquiry-Based Learning
and Research-Based
Learning
 Step 1: The KWL
Enter Chart
title

Familiarize yourself with the concept of KWL

chart. Analyze the contents of the charts and
think of how you can use this chart in
facilitating your language lessons.
Step 2: Starting with an
Essential or Big
Question

Since inquiry-based learning usually starts with

essential or big questions that elicit varied
answers from the respondents, think of a
question that you would like to ask your
students relevant to a specific lesson in your
language class.
Step 3: Finding Out What
We Know

Eliciting from your collective lived experiences as groupmates,

provide an answer to the big question you identified. Record your
answers through filling in the first column of the KWL Chart. In
this step, each member is expected to actively participate to fully
answer the KWL chart.
Step 4: Finding Out
What We Want to Know

To allow you to freely explore about what is in store in the world around
you, fill-in the second column of the KWL chart. By answering the
second column, you will be able to think of other possible information
that is beyond the knowledge that you have about the big question. This
activity contributes to the development of inquisitiveness of students.
Step 5: Finding Out the
Enter title
Answer from Experts

To be able to learn better about the topic and big question, get on
searching for an answer to the questions from reliable sources. Sources
may refer to your language teachers or from the library resources (digital
or printed).

Conduct interview with some teachers or other human resources who may
give an answer to the question or get information from your library
resources. Record your interview data or literature review data.
Step 6: Finding Out What We
Enter Have
titleLearned

Finally, organize the results of your

gathered data and write your answer in
Column 3 of your KWL chart.
Nature of Inquiry-Based
Learning
Inquiry, in its simplest definition, is a process of asking questions. This has spurred
the enumerable developments that we continue to enjoy in our society today. It
continues to usher the study of so many fields that enable various scientists and
experts to provide solutions to emerging issues affecting the society in general.

According to the Future of Jobs Report during the World Economic Forum, the top
three of the ten skills needed in this age are complex problem solving, critical
thinking and creativity (Gray, 2016) which all start from the process of asking.
Inquiry-based learning (IBL) as an approach essentially involves tasks
requiring learners' active participation in finding answers to curricular
questions. The questions can run from very specific simple questions to
more complex questions in relation to the curriculum. Learners are given
opportunities to engage in self-regulated activities as they pursue their
investigation.

This approach encourages students to work together in

accomplishing their task.
When to Use
1. This is a lightweight lounge chair. The
curves of the entire lounge chair are
Chisholm and Godley rigorously
(2011) purport that designed
inquiry-based according
ergonomics. It does not affect the normal
to

instruction (IBI) offers an especiallyconversation

appropriate of the approach
user, but it canto
also be a
small one. The curved base can be used as a
learning about language variation, identity, andThe
rocking chair. powersitting since
part and the
IBI can provide students with opportunities
backrest aretothelearnsameabout
height, and the
appearance is full and full of personality.
current issues in sociolinguistics through
2. Curvesharing and is braided, light
shape, the material
debating on a personal experience with language
and bearable, full from
of modern flavor and
retro rhythm beauty.
multiple perspectives. 3. The chair is practical and ideal for home
and leisure.
Types of Inquiry
VIU (2020) presented four types of inquiry that can be used in
facilitating classes. These are:

1. Structured Inquiry - This lets the students follow the lead of the teacher as the
entire class engages in one inquiry together.

2. Controlled Inquiry - The teacher chooses topics and identifies the resources that
the students will use to answer questions.

3. Guided Inquiry- The teacher chooses topics or questions and students

design the product or solution.
 4. Free Inquiry Students are allowed to choose their own topics without any
reference to a prescribed outcome.

Role of the Teacher

The success of IBL largely depends on the careful planning of the teacher in
relation to the curriculum. The language teacher needs to look into the learning
competencies that can be satisfied by a simple inquiry or more complex inquiry.
He/she controls and prepares the topic for investigation and guides the learners
by setting the questions to be explored Learners are allowed to design their own
way of investigation and present their outputs using technology tools that are
afforded to them.
When technology is coupled with IBL, a gateway to information is opened and
students can have access to information at anytime and anywhere. It is assumed
that the teacher is knowledgeable of the sources of information and whether the
learners have access to these sources.

When designing an IBL, the teacher has to consider the following fields
proposed by Avsec and Kocijncic (2016):
1. Prior knowledge and capacity

2. Context Learners require meaning from experience .

3. Content and learning materials

4. Process

5. Strategy of reactions and behavior

6. Course outcomes
Role of Technology
The internet or the World Wide Web offers lots of platforms for mining
information. It has become the most sought out source of information
because of the variety of tools that abound. Language is no longer a barrier
in one's search for information.

Depending on the unit of study in a language curriculum, there are many

free educational websites that are available for the language teachers and
learners. Due to the vastness of sources of information from the WWW, any
language teacher who is using IBL. has the responsibility to direct learners
to websites that provide the proper information.
It should be noted that the use of technology in IBL is just one of the
many other sources of information in the process of inquiry. This
does not exclude the other resources, human and non-human, in
gathering information.

However, learners are undeniably familiar and probably more adept

in exploring the internet, Guiding them in locating online resources
that are relevant in developing their research and communication
skills will let them learn the importance of using educational
resources in an explicit and implicit way.