2. The Effectiveness of Using Morphology
on Improving Vocabulary Acquisition
and Reading Comprehension
By :Hind Ababtain
ID : 07220368
Supervised By :
Dr. Omnia Nabih
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3. Introduction
Significance of the study
Hypotheses of the study
Type of the research
Sample of the study
Interpretation
Conclusion
Recommendations
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5. Introduction
n “Without some knowledge of vocabulary, neither
language production nor language comprehension
would be possible" (Anglin 1993).
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6. Introduction
n Vocabulary is an indicator of how well second
language learners can perform academic language
skills (Bear 2008)
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7. Significance of the Study
n Examines the effectiveness of using morphology on
improving vocabulary acquisition and reading
comprehension
n Morphological awareness has been shown to be an
important predictor of L1 vocabulary. However, its
relationship to vocabulary development in the L2 has
received only limited attention.
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8. Hypotheses of the Study
This study attempts to test the following hypotheses:
1- Using morphology as a strategy in teaching vocabulary
will improve the students' vocabulary acquisition.
2- Using morphology as a strategy in teaching vocabulary
will help students in learning new words easily.
3- Using morphology as a strategy in teaching vocabulary
will affect reading comprehension positively.
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9. Type of the Research
n This research is a mixed method research. Both
quantitative and qualitative methods were used.
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10. Sample of the Study
n The sample of the study is students of second grade at
an intermediate school in Yanbu Al Sinaiyah.
n They were 64 second intermediate female students.
n They have studied English for two years.
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11. Interpretation
1. Morphology Pre-test
n The points the students got in each question were used for
their evaluation as follows:
17-20 points: High
13-16 points: Average
Less than13 points: Poor
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12. Interpretation
1. Morphology Pre-test
High average poor
Morphology pretest results for both groups
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13. Interpretation
1. Morphology Pre-test
High average poor
3%
9%
88%
Morphology pretest results for both groups
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14. Interpretation
Experimental group (32 students)
Control group (32 students)
Experimental and control groups pretest results
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15. Interpretation
Experimental group (32 students)
Control group (32 students)
30
22.5
15
7.5
0
High Average Poor
Experimental and control groups pretest results
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16. Interpretation
Q1 Q2 Q3
Comparison between the three questions of the pretest
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17. Interpretation
Q1 Q2 Q3
60
45
30
15
0
High Average Poor
Comparison between the three questions of the pretest
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18. Interpretation
2. Morphology Post-test
High Average Poor
Students’ posttest performance
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19. Interpretation
2. Morphology Post-test
High Average Poor
25%
47%
28%
Students’ posttest performance
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20. Interpretation
2. Morphology Post-test
Q1 Q2 Q3
Comparison between three question of the posttest
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21. Interpretation
2. Morphology Post-test
Q1 Q2 Q3
20
15
10
5
0
High Average Poor
Comparison between three question of the posttest
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22. Interpretation
3. Motivation Scale
I prefer dividing words into parts because it helps me read passages better.
Strongly Agree Agree Disagree Strongly Disagree
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23. Interpretation
3. Motivation Scale
I prefer dividing words into parts because it helps me read passages better.
Strongly Agree Agree Disagree Strongly Disagree
13%
25%
63%
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24. Interpretation
3. Motivation Scale
I prefer studying affixes because it helps me guess the meaning of new words.
Strongly Agree Agree Disagree Strongly Disagree
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25. Interpretation
3. Motivation Scale
I prefer studying affixes because it helps me guess the meaning of new words.
Strongly Agree Agree Disagree Strongly Disagree
19%
25%
56%
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26. Interpretation
3. Motivation Scale
I like learning about affixes; it helps me in spelling.
Strongly Agree Agree Disagree Strongly Disagree
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27. Interpretation
3. Motivation Scale
I like learning about affixes; it helps me in spelling.
Strongly Agree Agree Disagree Strongly Disagree
13%
38%
50%
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28. Interpretation
3. Motivation Scale
Learning about affixes helped me write effectively.
Strongly Agree Agree Disagree Strongly Agree
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30. Conclusion
1. The study reveals that using morphology in teaching
vocabulary is an effective strategy.
2. The study reveals that the students perform poorly in
morphology pretest.
3. Morphology proved to be an effective strategy in
teaching vocabulary in L1 and L2.
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31. Recommendations
The researcher recommends the following:
1. Further studies on the effectiveness of using morphology on
improving spelling and writing skills should be conducted.
2. This present study could be carried out in other levels in Saudi
Arabia, to see if there are differences between students’ performance in
different levels or not; such as college students.
3. Teaching vocabulary using morphology is highly encouraged.
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