The Impact of Morphological Awareness Instruction Using a Root-Based Approach on EFL Students’ Vocabulary Development

This study was conducted to investigate the effect of teaching root-based morphological awareness on EFL students' development of receptive vocabulary. A quasi-experimental pre-test post-test control group design was used for this study, in which 60 intermediate EFL students were randomly selected and equally divided into an experimental group and a control group. The data were collected through a researcher-made receptive vocabulary test, which was used as a pre-test and post-test for both groups. The results of the pre-test showed that there was no significant difference between the control group (M = 16.73) and the experimental group (M = 16.53) in terms of their receptive vocabulary, t(41.83) = 0.31, p = .760. On the contrary, the results of the post-test showed a significant difference in favor of the experimental group (M = 49.93) in comparison with the control group (M = 12.63), t(38.23) = -51.14, p < .001. The results indicate that there is a significant positive effect of root-based morphological instruction on the performance of learners in receptive vocabulary. The study emphasizes the importance of the integration of morphological awareness in vocabulary instruction.

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