Two-unit explicit morphology instruction program (EMIP) with outcome-based teaching for EFL secondary students¶

Element · All elements
Evidence · 3 claims (3 for) · 1 study (1 causal), q2 · 1 of 1 report an effect size · 3 claims rest on one study

Description¶

The EMIP is a short enrichment program organized thematically along two units: unit one covers basic morphological knowledge and unit two targets the two morphological skills, inflectional and derivational. Content was supported by YouTube videos and student participation, and taught with explicit instruction plus an outcome-based approach in which "the contents, delivery, activities, and assessments are all aligned" to intended learning outcomes. It was kept short because it was delivered as an extra load within the daily school schedule. A panel of three EFL professors, five supervisors and fifteen teachers refined it and judged it feasible.

Design Implications¶

Context¶

Requirements¶

• Delivered as an enrichment program because morphology was absent from the assigned secondary EFL textbooks
• Taught via explicit instruction and outcome-based teaching with formative and summative evaluation of learning outcomes

Constraints¶

• Short duration (21 days) because it was an extra load within the formal school schedule
• Content limited to inflectional and derivational skills

Target Learners¶

• EFL first-year secondary school students

Target Learning Goals¶

• Define key morphological concepts
• Form new words using inflectional and derivational morphemes
• Analyze words according to morphological rules

Claims¶

• Within the explicit morphology instruction group, the pre-to-post gain ratio was above Blake's 1.2 minimum for morphological awareness (1.28) and below it for reading comprehension (1.06) [+W]
• Explicit morphology instruction raises EFL secondary students' morphological awareness more than regular EFL instruction alone [+W]
• Explicit morphology instruction raises EFL secondary students' reading comprehension more than regular EFL instruction alone [+W]

Related Elements¶

Examples¶

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Key Sources¶

• Mohamed Farrag Ahmed Badawi. (2019). The Effect of Explicit English Morphology Instruction on EFL Secondary School Students’ Morphological Awareness and Reading Comprehension. English Language Teaching, 12(4). https://doi.org/10.5539/elt.v12n4p166