Journal Article

The Role of Play-Based Learning in Enhancing Morphological Awareness Skills among UNRWA/EFL Jordanian Sixth Grade Students

Salam, Wael, al-Salahat, Osama F.

2022

Overview

This study examines the impact of using a play-based instructional program to improve sixth-grade male students’ morphological awareness at UNRWA schools in south Amman area, Jordan. While a dearth of studies has employed play-based activities on acquiring new vocabularies, this article sheds light on the efficacy of play-based learning on enhancing morphological awareness skills, an area that has not been thoroughly explored. Sixty students were selected randomly in two intact sections: thirty students in the experimental group and thirty in the control one. Beside Action Pack 6 as an official textbook chosen by the Ministry of Education in Jordan, we adopted play-based activities along with pre-and post-tests to gauge such the impact of such activities on improving sixth graders’ morphological awareness. The implementation of the instructional program lasted for eight weeks. The results revealed statistically significant differences at ( ≤ 0.05) in students’ mean scores on morphological awareness skills post-test, underscoring the importance of play-based instructional programs. One alternative for improving students’ morphological awareness, we recommend, is using play-based activities as supplementary materials. Further research is also needed on the viability of play-based activities on morphological skills for other graders in different contexts.

• Publisher: Common Ground Research Networks
• Subject: English (Second Language) / Experimental Groups / Grade 6 / Intermediate Grades / Morphology / Students