The Effects of Morpheme Instructions on Spelling Proficiency of Students at Primary Level

Abstract

The ability to modify derived words, recognize linkages between the many morphological forms of a word, and develop new derivations of words is what is meant by the term "teaching spellings through morphologically based instructions" in the field of English language teaching and learning. Teaching spellings through morphologically based instructions also refers to the process of teaching spellings through morphologically based instruction. In the current study, an effort was made to investigate the impact of morphological instruction on spelling improvements in relational, syntactic, and distributional aspects of derivational morphology, and in turn, its effects on English spelling learning for primary-level ESL students who were also learning English as a Foreign Language. The research included a total of 25 primary school pupils who were learning English as a second language. These students were randomly assigned to one of two groups: the experimental group or the control group.