From Pen to Pixels: Enhancing EFL Learners’ Writing Abilities Through the Use of Inquiry-Based Learning and Visual Literacy Model
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Abstract
Writing is one of the most crucial skills for EFL students and also one of the most difficult to acquire. Many students face difficulties when it comes to writing in English. To address this challenge, this study examined whether or not combining inquiry-based learning with visual literacy could enhance EFL students’ writing proficiency in four areas: content, organization, grammatical structures, and vocabulary. An intact group of 20 secondary school students from a private school in northeastern Thailand participated in this mixed-methods study, and data were collected using writing tests, student portfolios, and focus group interviews. Quantitative data were analyzed by means of descriptive and inferential statistics, while qualitative data were analyzed using content analysis. Results of the Wilcoxon signed rank test revealed a significant improvement in students’ writing scores (Z = -3.946*, p < .05) with a medium effect size after implementing the inquiry-based learning with visual literacy model. Qualitative analysis revealed that students actively engaged in the learning process, which helped enhance their writing ability. The study findings suggest that an inquiry-based learning with visual literacy model had a positive impact on EFL students’ writing ability, as evidenced by the improved quality of their written texts. This study contributes to the existing literature on the use of inquiry-based learning to enhance EFL writing ability and emphasizes the importance of visual literacy in promoting student engagement and learning outcomes.
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