Abstract
This study examines the effectiveness of Inquiry-Based Learning (IBL) in enhancing motivation, engagement, and academic performance in English as Foreign Language (EFL) contexts. Through a systematic literature review and an experimental study, the research investigates how IBL fosters student autonomy and deeper understanding of language concepts. Findings indicate that students exposed to IBL-based instruction demonstrate higher levels of intrinsic motivation, greater interest in learning, and improved confidence in using the target language. The inquiry-driven approach encourages active participation, problem-solving, and collaboration, leading to sustained engagement and improved academic outcomes. Students’ perceptions of IBL were predominantly positive, despite initial challenges in adapting to a less structured learning environment. The study highlights the pedagogical potential of IBL in EFL instruction and suggests its broader integration into language education. Future research should explore its long-term impact on language acquisition and adaptability across diverse learning contexts.