Farzaneh Fattahi - Department of English, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
Hamid Reza Haghverdi - Department of English, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran

This paper tended to discuss the relationship between inquiry-based learning and critical thinking. Inquiry-based learning is an approach that stimulates students to learn throughengagement in a real problem. A pre-planned inquiry-based learning can expand problemsolving abilities and develop skills for lifelong learning. Popular discussions on education aswell as recent findings have come to the same conclusion that in the present society, newmethods of learning and engaging students are required. The aims of this study necessitated the analysis of data produced by 40 advanced Iranian EFL learners who were randomlyselected from different universities in Isfahan. The participants were asked to fill out twoquestionnaires (to see the extent to which they think critically) in the first phase of the study.In the next phase, the participants were divided into two groups as control and experimental group. Traditional method was taught to the control group while inquiry-based learning played the role of treatment for experimental group. The results of this quantitative investigation showed a significant relationship between inquiry-based learning and critical thinking. Among the implications of the study, which could be used by teachers and practitioners, could be that one possible way of having critical thinkers could be exposing them to inquiry-based instruction.

Information literacy, EFL learners, Inquiry-Based learning, Critical thinking