This paper demonstrates possibilities of instruction-based inquiry learning implemented as a part of ESP training for the students of Ecological faculty of RUDN University. Students were assigned 4 group projects in form of WebQuest instructional tool. There were 14 students taking part in this experiment in November-December 2017. The major contribution of this study is the developmental perspective of presentational part of the projects. We looked into evolution of presentational modes from traditional ppt through theatre re-enactment to creating motivating and engaging videos. Upon the completion of the experiment students were asked to complete a survey which questioned them on positive and negative aspects of instruction-based inquiry learning. The teachers that took part in the experiment assessed the outcome on their side as well. The results of the study show that implementation of WebQuests influences students' performance and engagement positively. The findings of this research will contribute to development of ESP curriculum with respect of the challenges of modern teaching techniques and technologies.