A Quasi-Experimental Study of Inquiry-Based Learning for Enhancing Motivation and Reflective Thinking in EFL Recount Writing

Ikha Listyarini; Davron Aslonqulovich Juraevy; Sri Wahyuni; Nur Hidayat; Muhammad Arief Budiman

doi:10.57092/ijetz.v5i2.821

Authors

Ikha Listyarini Universitas PGRI Semarang
Davron Aslonqulovich Juraevy Uzbekistan Academy of Sciences
Sri Wahyuni Universitas PGRI Semarang
Nur Hidayat Universitas PGRI Semarang
Muhammad Arief Budiman National Yunlin University of Science and Technology

DOI:

https://doi.org/10.57092/ijetz.v5i2.821

Keywords:

Inquiry-based learning, Generative AI in education, EFL writing, Reflective thinking, Recount text writing

Abstract

This study investigated the effectiveness of ChatGPT-assisted Inquiry-Based Learning (IBL) in enhancing English as a Foreign Language (EFL) students' writing performance, reflective thinking, and motivation. A quasi-experimental pretest–posttest non-equivalent control group design was employed with 80 undergraduate EFL students assigned to either a conventional IBL group or a ChatGPT-assisted IBL group. Data were collected through IELTS-based writing assessments and validated questionnaires on reflective thinking and motivation and analyzed using descriptive and inferential statistics. The findings showed that students in the ChatGPT-assisted IBL group significantly outperformed those in the conventional IBL group in writing performance, reflective thinking, and motivation. Positive associations were also observed among the three learning outcomes, suggesting that integrating generative AI into inquiry-based instruction supports both cognitive and affective aspects of learning. These findings highlight the pedagogical potential of ChatGPT to enrich inquiry-based writing instruction by promoting reflective learning, increasing student motivation, and improving writing quality. Although the quasi-experimental design limits causal inference, the study provides empirical evidence supporting the integration of generative AI into EFL teaching and offers practical implications for AI-enhanced language learning in higher education.

Downloads

Download data is not yet available.

References

Alsaedi, N. (2024). ChatGPT and EFL/ESL Writing: A Systematic Review of Advantages and Challenges. English Language Teaching, 17(5), 41. https://doi.org/10.5539/elt.v17n5p41

Arifiyani, H., Widodo, J., & Kusumantoro, K. (2025). Development of Inquiry-Based Learning Methods With Differentiated. Journal of Economic Education, 13(2), 179–187. https://doi.org/10.15294/jeec.v13i2.28415

Cambridge Assessment English. (2019). IELTS writing band descriptors. Cambridge University Press & Assessment.

Chinpakdee, M. (2026). Talking Feedback: Fostering Student Feedback Literacy Through a Dialogic Approach. RELC Journal, 57(1), 158–171. https://doi.org/10.1177/00336882251346206

Chu, PH. and Chang, YY. (2017). John W, Creswell, Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Journal of Social and Administrative Sciences, 4(June).

Creswell, J. W., & Creswell, J. D. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches - John W. Creswell, J. David Creswell - Google Books. In SAGE Publications, Inc.

Daniels, Harry. (2005). An introduction to Vygotsky. Routledge.

Ditingki, A. M., Cimene, F. T. A., & Cimene, D. R. A. (2025). Inquiry-Based Learning Strategies and Critical Thinking Skills of College Students. Cognizance Journal of Multidisciplinary Studies, 5(8). https://doi.org/10.47760/cognizance.2025.v05i08.028

Dörnyei, Z. ., & Ushioda, Ema. (2010). Motivation, language identity and the L2 self. Multilingual Matters.

Elitasari, H. T. (2022). Kontribusi Guru dalam Meningkatkan Kualitas Pendidikan Abad 21. Jurnal Basicedu, 6(6). https://doi.org/10.31004/basicedu.v6i6.4120

Guay, F., Vallerand, R. J., & Blanchard, C. (2000). On the Assessment of Situational Intrinsic and Extrinsic Motivation: The Situational Motivation Scale (SIMS). Motivation and Emotion, 24(3), 175–213. https://doi.org/10.1023/A:1005614228250

Guo, K., Chen, X., & Qiao, S. (2024). Exploring a Collaborative Approach to Peer Feedback in EFL Writing: How Do Students Participate? RELC Journal, 55(3), 658–672. https://doi.org/10.1177/00336882221143192

Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487

Huang, H.-W., Mills, D. J., & Tiangco, J. A. N. Z. (2024). Inquiry-Based Learning and Technology-Enhanced Formative Assessment in Flipped EFL Writing Instruction: Student Performance and Perceptions. Sage Open, 14(2). https://doi.org/10.1177/21582440241236663

Huang, Y., & Wang, D. (2025). Can ChatGPT serve as a writing collaborator? Insights from Chinese EFL learners. System, 133, 103775. https://doi.org/10.1016/j.system.2025.103775

Huang, Y.-C. (2021). Comparison and Contrast of Piaget and Vygotsky’s Theories. Proceedings of the 7th International Conference on Humanities and Social Science Research (ICHSSR 2021), 554. https://doi.org/10.2991/assehr.k.210519.007

Hyland, K. (2026). Tomorrowland? Technical Innovation and Feedback on Writing. RELC Journal, 57(1), 233–241. https://doi.org/10.1177/00336882251357675

Hyland, Ken., & Richards, J. C. . (2010). Second Language Writing. Cambridge University Press.

Isma, A., Isma, A., Isma, A., & Isma, A. (2023). Peta Permasalahan Pendidikan Abad 21 di Indonesia. Jurnal Pendidikan Terapan. https://doi.org/10.61255/jupiter.v1i3.153

Karataş, F., Abedi, F. Y., Ozek Gunyel, F., Karadeniz, D., & Kuzgun, Y. (2024). Incorporating AI in foreign language education: An investigation into ChatGPT’s effect on foreign language learners. Education and Information Technologies, 29(15), 19343–19366. https://doi.org/10.1007/s10639-024-12574-6

Kaur, K. (2026). Enhancing Young Learners’ Metacognitive Awareness Through Feedback in Writing Classrooms. RELC Journal, 57(1), 253–262. https://doi.org/10.1177/00336882251408957

Kohnke, L., Moorhouse, B. L., & Zou, D. (2023). ChatGPT for Language Teaching and Learning. RELC Journal, 54(2), 537–550. https://doi.org/10.1177/00336882231162868

Kozulin, Alex. (2007). Vygotsky’s educational theory in cultural context. Cambridge University Press.

Li, Lee, H. Y., Lin, C. J., Wang, W. S., & Huang, Y. M. (2025). InquiryGPT: Augmenting ChatGPT for Enhancing Inquiry-Based Learning in STEM Education. Journal of Educational Computing Research, 62(8), 1937–1966. https://doi.org/10.1177/07356331241289824

Li, P.-H., Wu, T.-T., & Huang, Y.-M. (2025). Improving inquiry-based learning through automated ChatGPT-based inquiry prompt and behavioral image recognition. Education and Information Technologies, 30(17), 25543–25575. https://doi.org/10.1007/s10639-025-13734-y

Li, W.-Y., Kau, K., & Shiung, Y.-J. (2023). Pedagogic Exploration Into Adapting Automated Writing Evaluation and Peer Review Integrated Feedback Into Large-Sized University Writing Classes. Sage Open, 13(4). https://doi.org/10.1177/21582440231209087

Mahande, R. D., Fakhri, M. M., Suwahyu, I., & Sulaiman, D. R. A. (2026). Unveiling the impact of ChatGPT: investigating self-efficacy, anxiety and motivation on student performance in blended learning environments. Journal of Applied Research in Higher Education, 18(1), 282–297. https://doi.org/10.1108/JARHE-07-2024-0372

Mezirow, J. (1990). How critical reflection triggers transformative learning. In Mezirow & Associates (Ed.), Fostering critical reflection in adulthood. . Jossey-Bass.

Mi, Y., Rong, M., & Chen, X. (2026). Exploring the Affordances and Challenges of GenAI Feedback in L2 Writing Instruction: A Comparative Analysis With Peer Feedback. ECNU Review of Education, 9(1). https://doi.org/10.1177/20965311241310883

Miao, J., Chang, J., & Ma, L. (2023). Research Trends of Written Corrective Feedback in L2 Writing: A Bibliometric Analysis. Sage Open, 13(1). https://doi.org/10.1177/21582440221135172

Nguyen, V. H., Halpin, R., & Joy‐Thomas, A. R. (2024). Guided inquiry‐based learning to enhance student engagement, confidence, and learning. Journal of Dental Education, 88(8), 1040–1047. https://doi.org/10.1002/jdd.13531

Ningsih, I. H. (2019). Peran Guru dalam Pembelajaran Menulis Permulaan Menghadapi Abad 21. BASINDO : Jurnal Kajian Bahasa, Sastra Indonesia, Dan Pembelajarannya, 3(1). https://doi.org/10.17977/um007v3i12019p038

Parsaiyan, S. F., & Gholami, H. (2026). Practicing to sing in chorus: Challenges and opportunities of collaborative inquiry-based learning in an Iranian EFL secondary school context. Language Teaching Research, 30(2), 631–654. https://doi.org/10.1177/13621688231152037

Pedaste, M., Mäeots, M., Siiman, L. A., de Jong, T., van Riesen, S. A. N., Kamp, E. T., Manoli, C. C., Zacharia, Z. C., & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. In Educational Research Review (Vol. 14). https://doi.org/10.1016/j.edurev.2015.02.003

Pintrich, P. R., Smith, D. A., Garcia, T., & McKeachie, W. J. (1991). A Manual for the Use of the Motivated Strategies for Learning Questionnaire (MSLQ). University of Michigan.

Procter, L. (2020). Fostering critically reflective thinking with first-year university students: early thoughts on implementing a reflective assessment task. Reflective Practice, 21(4). https://doi.org/10.1080/14623943.2020.1773421

Putri, C. A. W., & Novita, D. (2024). Inquiry-Based Learning and Its Role in Students’ Writing Achievement. Indonesian Journal of Education Methods Development, 19(4). https://doi.org/10.21070/ijemd.v19i4.853

Ryan, R. M., & Deci, E. L. (2000). Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. Contemporary Educational Psychology, 25(1), 54–67. https://doi.org/10.1006/ceps.1999.1020

Schön, D. A. . (1983). The reflective practitioner : how professionals think in action. Basic Books.

Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social cognitive theory. Contemporary Educational Psychology, 60. https://doi.org/10.1016/j.cedpsych.2019.101832

Sun, H., & Wang, M. (2025). Effects of teacher intervention and type of peer feedback on student writing revision. Language Teaching Research, 29(3), 1094–1113. https://doi.org/10.1177/13621688221080507

Sun, X. (2025). Reflective learning community and learner autonomy: an analysis of three EFL learners’ reflective listening journals. Reflective Practice. https://doi.org/10.1080/14623943.2025.2541425

Teng, M. F. (2024a). A Systematic Review of ChatGPT for English as a Foreign Language Writing: Opportunities, Challenges, and Recommendations. International Journal of TESOL Studies, 6(3). https://doi.org/10.58304/ijts.20240304

Teng, M. F. (2024b). ChatGPT is the companion, not enemies: EFL learners’ perceptions and experiences in using ChatGPT for feedback in writing. Computers and Education: Artificial Intelligence, 7, 100270. https://doi.org/10.1016/j.caeai.2024.100270

Ulker, V. (2023). Inquiry-Based Learning Implementation: Students’ Perception and Preference. International Journal of Social Sciences & Educational Studies, 10(2). https://doi.org/10.23918/ijsses.v10i2p220

Vasu, K. A., Mei Fung, Y., Nimehchisalem, V., & Md Rashid, S. (2022). Self-Regulated Learning Development in Undergraduate ESL Writing Classrooms: Teacher Feedback Versus Self-Assessment. RELC Journal, 53(3), 612–626. https://doi.org/10.1177/0033688220957782

Vygotsky, L. S. ., John-Steiner, Vera., & Vygotsky, L. S. /Cole, Michae. (2012). Mind in Society.

Wang, L., & Wang, L. (2025). Exploring enjoyment, motivation, self-efficacy, and engagement in AI-assisted English learning: A self-determination theory approach. Learning and Motivation, 92, 102197. https://doi.org/10.1016/j.lmot.2025.102197

Yan, J., Zhu, Y., & Ye, X. (2024). The Impact of Peer Feedback on L2 Literature Review Writing: A Mixed Methods Study. Sage Open, 14(4). https://doi.org/10.1177/21582440241288737

Yeh, H.-C., Yang, S., Fu, J. S., & Shih, Y.-C. (2023). Developing college students’ critical thinking through reflective writing. Higher Education Research & Development, 42(1), 244–259. https://doi.org/10.1080/07294360.2022.2043247