Abstract:

Over the last years language teaching methods have undergone considerable changes. Different sets of approaches have appeared as the face-to-face teaching and learning processes were not designed to pursue the requirements of the unexpected global pandemic. Technology-assisted language learning has become an indispensable and challenging part of education.Therefore, it has become absolutely vital for teachers to enhance the integration of technology into their classrooms. Considering the urgency of integrating technologies in the contemporary classrooms, the purpose of the present study is to investigate the role of inquiry-based English Language teaching through digital applications in promoting primary schoolchildren's reading comprehension and autonomy skills during the COVID-19 pandemic. The research was carried out using a quantitative method in order to analyze experiment results and compare control and experimental group learners’ reading comprehension and autonomy levels before and after the treatment. Pre- and post-experimental questionnaires were administered to evaluate the students’ level of autonomy, curiosity and interest towards technology-assisted reading lessons before the treatment and after it. The findings of the study illuminated the positive impact of the method on students’ reading performance and autonomy level as well as on their attitudes towards reading.

Keywords:

digital reading applications, inquiry-based approach, student-centered environment independent learner