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Abstract
This study examines the potential effect of morphological awareness on Jordanian EFL tenth-grade students' reading comprehension. Two intact sections of 73 Jordanian tenth-grade students were purposefully selected from a secondary school in Ramtha Directorate of Education (Ramtha, Jordan) during the first semester of the academic year 2017/2018. The experimental group (n=37) was taught using a morphological awareness-based protocol whereas the control group (n= 36) was taught conventionally per the guidelines of the Ministry-prescribed Teacher Book of Action Pack 10. For data collection, a reading comprehension pre/post- test was used. The findings reveal a statistically significant improvement in the experimental group students’ reading comprehension which may be attributed to morphological awareness-based instruction.
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DOI: http://dx.doi.org/10.17951/lsmll.2018.42.2.66-80
Date of publication: 2018-07-11 11:33:34
Date of submission: 2018-04-24 16:50:43
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Copyright (c) 2018 Ruba Fahmi Bataineh, Qasim Mahmoud Al-Kofeiri
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