Using inquiry-based writing instruction to develop students’ academic writing skills

Abstract The aim of this study was to investigate the effects using inquiry-based writing instruction on students’ academic skills. A pretest-posttest two groups quasi-experimental design employed. Data were obtained through test, focus group discussion, and reflective journal from 62 first-year pharmacy students who selected comprehensive sampling. While experimental received instruction, control learned conventional learning method. quantitative data analyzed independent samples T-test descriptive statistics when qualitative thematically. findings revealed that there a statistical difference between in their performance. Hence, participated improved Mainly, able produce essays addressed task achievement, coherence cohesion, lexical resource, grammatical range accuracy. Thus, recommends researchers, teachers, pay due attention journey.