A SYSTEMATIC LITERATURE REVIEW OF INQUIRY-BASED APPROACHES IN READING INSTRUCTION IN HIGHER EDUCATION
DOI:
https://doi.org/10.21009/ishel.v2i1.69189Keywords:
inquiry-based learning, reading instruction, higher education, academic literacy, systematic literature reviewAbstract
This study aimed to systematically review previous studies on inquiry-based approaches in reading instruction in higher education, focusing on the implementation of inquiry-based learning, the instructional materials and media utilized, as well as the challenges and research gaps identified in earlier research. This study employed a Systematic Literature Review (SLR) method following the stages of identification, screening, eligibility, and inclusion. A total of 14 journal articles published between 2015 and 2026 were selected and analyzed based on predetermined inclusion and exclusion criteria. The findings revealed that inquiry-based reading instruction was commonly implemented through student-centered and collaborative activities such as Project-Based Learning, WebQuests, social annotation, guided inquiry, and online inquiry tasks. The reviewed studies also demonstrated extensive use of digital technologies and authentic learning materials, including e-books, online texts, learning management systems, and annotation platforms, to support reading comprehension and academic literacy development. However, several challenges were identified, including limited digital literacy, passive learning habits, technological constraints, and difficulties in implementing inquiry-oriented assessment. This study contributes to the field of language and literacy education by providing a comprehensive overview of inquiry-based reading practices and identifying future directions for technology-enhanced reading instruction in higher education.
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