Methodology of Using Inquiry-Based Language Teaching in English in the Lower Courses of Higher Schools

This article explores the methodological foundations of applying inquiry-based learning (IBL) in teaching English to lower-year students in higher education institutions. The study examines the constructivist principles underlying IBL, emphasizing its potential to foster students' initiative, active participation, and independent thinking skills. It also presents theoretical and practical perspectives on the use of various types of inquiry (structured, controlled, guided, and free) and their role in the development of language skills and teacher-student interaction. The findings indicate that this approach is not only effective in enhancing students' language proficiency but also plays a crucial role in developing their communicative competence and 21st-century skills.