en The Effect of Teacher-led vs. Student-directed Inquiry-based Learning on Argumentative Writing Enhancement عمومى General پژوهشي Research <span style="font-size:11pt"><span style="line-height:normal"><span calibri="" style="font-family:"><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">Though an entrenched and well-established domain of investigation, inquiry-based learning seems to have remained a partly under-researched concept in pedagogy and language learning. Informed by this dearth of research on the issue, the researchers in the current study probed into the effectiveness of inquiry-based approach for bettering intermediate EFL learners&rsquo; argumentative writing. Utilizing a quasi-experimental design, the current researchers selected three intact classes comprised of 45 institute learners aged between 18 and 20 and assigned them to two experimental groups and a control group. To conduct the study, a homogeneity test, and pretest and posttest of argumentative writing (each containing a 250-word essay adopted from IELTS Task 2) were administered to all he participants. Two kinds of Inquiry-based approach, teacher-led vs. student-directed, were carried out with the two experimental groups. Data analysis through one way ANOVA and Tukey test pointed to a significant difference among the three groups on the posttest. In addition, it was found that both teacher-led and guided modes of inquiry-based learning were equally helpful for boosting learners&rsquo; writing ability. The implications of the results are discussed in detail throughout the paper.</span></span></span></span></span><br> &nbsp; <span style="font-size:11pt"><span style="line-height:normal"><span calibri="" style="font-family:"><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">Though an entrenched and well-established domain of investigation, inquiry-based learning seems to have remained a partly under-researched concept in pedagogy and language learning. Informed by this dearth of research on the issue, the researchers in the current study probed into the effectiveness of inquiry-based approach for bettering intermediate EFL learners&rsquo; argumentative writing. Utilizing a quasi-experimental design, the current researchers selected three intact classes comprised of 45 institute learners aged between 18 and 20 and assigned them to two experimental groups and a control group. To conduct the study, a homogeneity test, and pretest and posttest of argumentative writing (each containing a 250-word essay adopted from IELTS Task 2) were administered to all he participants. Two kinds of Inquiry-based approach, teacher-led vs. student-directed, were carried out with the two experimental groups. Data analysis through one way ANOVA and Tukey test pointed to a significant difference among the three groups on the posttest. In addition, it was found that both teacher-led and guided modes of inquiry-based learning were equally helpful for boosting learners&rsquo; writing ability. The implications of the results are discussed in detail throughout the paper.</span></span></span></span></span><br> &nbsp; argumentative writing, inquiry-based learning, student-directed inquiry, teacher-led inquiry argumentative writing, inquiry-based learning, student-directed inquiry, teacher-led inquiry 60 72 http://ijreeonline.com/browse.php?a_code=A-10-1091-2&slc_lang=en&sid=1 Masoud Shahkarami Masoud Shahkarami modern.ameenglish2015@yahoo.com 10031947532846003408 10031947532846003408 No Urmia University, Iran Urmia University, Iran Parviz Alavinia Parviz Alavinia p.alavinia@urmia.ac.ir 10031947532846003409 10031947532846003409 Yes Urmia University, Iran Urmia University, Iran