The impact of morphological instruction on morphological awareness and reading comprehension of EFL learners

The contribution of morphological instruction to morphological awareness and reading: An integrative experiment on Turkish EFL learners

“…The results also showed that EFL learners can achieve positive results when exposed to rule-based and explicit procedures for understanding the English language system. In other words, when morphological rules of English words were explicitly taught to the students, their awareness increased as in the study of Amirjalili & Jabbari (2018). When considering the morphological root awareness, the students in the experimental group, with lower root awareness at pretest, benefited to a higher degree from the treatment in analyzing the root of words compared to control group.…”

“…As discussed above, creating awareness in morphology through instruction can have positive effects on vocabulary and reading which are considered as the prerequisites to other skills in English. Unfortunately, limited studies in literature have examined these different integrated skills such as vocabulary and reading vocabulary together (Akbulut, 2017;Amirjalili & Jabbari, 2018;Nagy et al, 2003;Vernice & Pagliarini, 2018). All in all, the present study aims to explore the influence of morphological instruction on morphological awareness (based on morphological root, awareness and correction) and reading vocabulary (accuracy) among Turkish EFL learners.…”

Role of Morphological and Metalinguistic Awareness on Reading among Turkish EFL Learners

“…Morphological awareness is one of the subcategories of metalinguistic awareness (Yucel-Koc, 2015) which helps language learners in the learning process and underlies the connection between morphological awareness and education (Amirjalili & Jabbari, 2018). In other words; morphological awareness alludes to the metalinguistic competence in which words are comprised of individual units (i.e., morphemes) which can be examined and controlled in different ways (Carlisle, 1995;Derwing, Smith, & Wiebe, 1995).…”

“…As per them, such guidance creates better results for learning academic words by reinforcing semantic and orthographic portrayals and influences lexical access. As indicated in Amirjalili & Jabbari (2018) less frequent words such as academic ones can be accessed by decoding and segmenting them into morphemes.…”

“…Since the proof which is dependent on youthful readers recommend that they profit by a morphological learning methodology in reading (Casalis, Colé, & Sopo, 2004;in Italian, Burani, Marcolini., De Luca, & Zoccolotti 2008;Angelelli, Marinelli, & Burani, 2014), it seems significant to investigate the role of morphological instruction in reading improvement. Morphological instruction goes for improving morphological awareness or the familiarity with morphemic structures (Amirjalili & Jabbari, 2018). Scientists have stressed the requirement for morphological guidance in language education (Fracasso, Bangs, & Binder, 2016;McLeod & Apel, 2015).…”