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Abstract
This study examines the effect of inquiry and textual analysis on developing some academic writing skills of prospective teachers of EFL. Sixty eight students enrolled in the third year, English language Department, Faculty of Education, Shebin El-Kom Menofia University, were the subjects of this study. They were divided into two groups; each comprised of thirty four students. The control group was taught using the common methods prevailing in teaching writing, while the experimental group was taught using an integration of inquiry and textual analysis. During experimentation the students were asked to perform six different writing tasks. After experimentation, both groups were tested using the pre-post test prepared by the researcher. Findings revealed that an integration of inquiry and textual analysis is effective in developing academic writing skills among prospective teachers of English language. While using this approach the students had to read, discuss and analyze the texts which writing tasks are based upon. Students also had to gather information concerning the texts they are working on, analyze and classify the gathered information and develop ideas for the writing tasks. Planning, drafting, revising, acquiring oral and written feedback from the peers and the teacher, and redrafting essays proved to be effective in developing prospective teachers’ academic writing skills.Keywords: Academic Writing Skills, Inquiry-Based Learning, Textual Analysis, Prospective Teachers of EFL.