The contribution of vocabulary knowledge and morphological awareness to reading comprehension in a foreign language.

Background: Vocabulary knowledge (VK) and morphological awareness (MA) are crucial linguistic variables for reading comprehension. However, the extent to which MA subskills are intertwined with different facets of VK in their contributions to reading comprehensions, and how MA influences the reading abilities of English as a foreign language (EFL) readers, remains largely underspecified. The main purpose of the current study was to examine the relative significance of VK and MA in foreign language reading ability and to identify the direct and indirect pathways from various facets of MA to EFL reading comprehension. Methods: A total of 396 EFL learners took a standardised reading test (TOEIC), along with a battery of three MA tests and two VK tests, which assessed both the breadth and depth of VK. Results: (1) Hierarchical regression analysis indicated that both VK and MA had significant effects on EFL reading comprehension, with VK contributing more to reading comprehension than MA. (2) Path analysis showed that MA had both direct and indirect effects on EFL reading comprehension via the breadth and depth of VK. Conclusions: Our results established that VK was a stronger predictor of reading comprehension than MA and elucidated the direct and indirect pathways within the morphological pathways framework through which MA contributes to reading comprehension. Relevant implications were discussed based on the results. Highlights: What is already known about this topic: A strong knowledge base has been established about the contribution of vocabulary breadth to English as a foreign language (EFL) reading.Morphological awareness (MA) is intertwined with vocabulary knowledge (VK) regarding their contributions to reading comprehension.Both direct and indirect effects of MA on EFL reading comprehension were found. What this paper adds: VK played a more important role than MA in explaining success in EFL reading.Different subskills of MA have different direct and indirect effects on EFL reading comprehension via the breadth and depth of VK.It lends support to the pathways within the morphological pathways framework (MPF) through which MA contributes to reading comprehension. Implications for theory, policy or practice: It provides valuable theoretical insights into the mechanisms underlying the relationships among three aspects of MA, two facets of VK and reading comprehension.It underscores the importance of investigating the interconnections among VK, MA and reading comprehension in non‐Western, non‐English settings to address a significant research void, advocating for educational strategies that consider cultural and linguistic diversity to enhance assistance for language learners.Intervention studies are needed to help EFL students understand how morphological structures work. It is promising and practical for educators, including curriculum designers and teachers, to incorporate morphological instruction in English classes. [ABSTRACT FROM AUTHOR]