Abstract

This research investigates the impact of English morphological awareness on vocabulary development among Arab junior high school students. Given the distinct morphological differences between Arabic and English, the study examines how an understanding of morphemes—defined as the smallest units of meaning or grammatical function—facilitates vocabulary development in the context of learning English as a second language (ESL). Drawing on survey data from 20 English language teachers, the study explores educators’ perceptions of morphological instruction and its influence on students’ vocabulary proficiency. The findings underscore the critical role of incorporating structured morphological training into ESL curricula to enhance vocabulary acquisition and overall language competence. These findings are consistent with the results of Abdul majeed et al. (2023), they found that morphological analysis can play in important role in learning and teaching English especially in the foundation level. The findings strongly advocate for the integration of morphological awareness into EFL teaching practices, supported by targeted professional development for teachers, moreover the study concludes by recommending the strategic utilization of morphological parallels between Arabic and English to promote more effective language learning outcomes.

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