Speakers
Description
Inquiry-Based Learning (IBL) is regarded as a viable option as it embraces the writing process and promotes creativity. This study examines the effects of incorporating IBL instruction in order to enhance creativity in writing classes specifically within the framework of Vietnam. The study comprised secondary school students, approximately 13 years old, who were divided into two distinct groups. The control group in the public school received instruction using a conventional design material, while the experimental group received IBL writing instruction, characterized by a student-centered and self-driven approach that incorporated questioning. Both groups underwent a pre-test and post-test before and after the implementation of IBL in the writing class. Furthermore, the collected qualitative data from observation of the experiment group were examined and identified into common themes to pinpoint difficulties in implementing IBL. This research has the potential to inform educators and policymakers about the advantages and limitations of implementing IBL in order to promote creativity in the context of writing education in Vietnam.
