1 DLSU Research Congress 2021 De La Salle University, Manila, Philippines July 7 to 9, 2021 Developing Cognitive Academic Language Proficiency (CALP) in a Feedback-Rich Inquiry-Based Writing Class Alen Mateo S. Munoz, PhD De La Salle University – Manila alen.munoz@dlsu.edu.ph Abstract: The literature of second language (L2) writing urges teachers of writing to anchor their teaching on inquiry-based (IBL) teaching framework for the purpose of developing their students’ cognitive academic language proficiency (CALP). Relative to IBL, the process approach to writing (Graves, 2003) engages learners to think, to reflect, to write multiple revisions informed by teacher feedback. Backgrounded by inquiry – based learning (IBL), the writing process draws theoretical support from Piaget’s stages of cognitive development and Vygotsky’s zone of proximal development (ZPD). This qualitative research aims to respond to a call for more research on learners’ affect. Using Ellis (2009) typology of feedback, the researcher analyzed the drafts and identified the most frequently given type of feedback on the extended definition essays written by a group of university academic writing students. To gain an in-depth perspective about their affect, interviews were conducted. Likewise, the students were surveyed through an affective inventory. Analyses of the drafts through the typology revealed that the teacher was more inclined to use direct corrective feedback than the other types of feedback. This finding suggests that grammatical correctness was often given the most attention in the classroom. It mirrors the same finding in studies involving EFL students of writing (Mahfoodh, 2017). The analyses of the data from the inventory and the coded interview transcripts instructionally imply that feedback is a formatively – oriented progress monitoring mechanism that could help learners cope with the cognitive demands of writing and gain a sense of achievement and control over their learning. Key Terms: inquiry-based learning; written corrective feedback; process approach; formative assessment; cognitive academic language proficiency 1. INTRODUCTION Changing academic needs and linguistic demands of employment are two pressing factors that push higher education institutions (HEI’s) across the globe to adopt learner-centered paradigms that emphasize the development of students’ communication and information literacy skills (Allen, 2004). In the Philippines, however, studies reveal that many college graduates tend to show weaknesses in critical thinking, problem - solving and proficiency in academic English or cognitive academic language proficiency (CALP). Confirming the same problems were low scores in local standardized examinations, and international tests on reading and math (such as PISA) of elementary and high school students. Language teaching in most Philippine classrooms, especially in elementary and high school levels, has remained grammatical-structural in orientation.