چكيده
Inquiry-based learning, which isn't ordinarily applied in foreign language classrooms, can be included to the methods employed by teachers. The aim of this study is to see the effect of Inquiry based learning on motivation, self-regulation and attitudes toward learning in flipped reading classes. To do so, 60 out of 90 intermediate EFL learners were chosen after administering the Oxford Placement Test (Syndicate, 2001) at Safir Language Academy in Sanandaj. The participants were divided into two groups: a control group(N=30) and an experimental group (N=30). The instruments used in this study were motivation, self-regulation and attitude questionnaires. Firstly, the participants took the pretest of motivation, self-regulation and attitudes. The experimental group received the inquiry-based learning in flipped reading class while the control group didn’t receive the inquiry based learning. The data were analyzed through the statistical techniques of Independent-Samples t-test and One-Way ANCOVA. The result revealed that inquiry-based learning had a significant effect on learners’ motivation, self-regulation and attitudes in flipped reading class. The current study provided a number of pedagogical implications for language teachers, learners and syllabus designers.
