The objective of this research is to evaluate the efficacy of an instructional method called teacher-led Inquiry-Based learning in enhancing the acquisition of listening comprehension abilities. An experimental design was employed, and data were collected through tests, brainstorming discourse, and self-reflection logs from 58 first-year engineering students selected via simple random sampling. Both the experimental and control groups received inquiry-based instruction to enhance their listening comprehension skills, with the experimental group receiving additional treatment in a language laboratory. The quantitative analysis for this study involved conducting independent samples t-tests and examining descriptive statistics, while the qualitative data underwent thematic analysis. The findings revealed a notable disparity in listening comprehension performance between the control and experimental groups. The influence of the language laboratory played a vital role in their significant improvement. Additionally, the inquiry-based learning approach heightened students' motivation levels, leading to improved performance even in the control group from pre-test to post-test. Consequently, this study suggests that researchers, teachers, and students should carefully consider adopting the inquiry-based learning approach to enhance their listening skills, utilizing language laboratories throughout their academic journey.