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A multiple-group comparison on the role of morphological awareness in reading: within- and cross-linguistic evidence from Korean ESL and EFL learners

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Abstract

The purpose of the present study was to explore the role of morphological awareness in reading comprehension in different language learning contexts (ESL and EFL). Korean ESL and Korean EFL learners (50 and 257 respectively) in grades five and six were administered measures of L2 (English) morphological, phonological, and orthographic awareness (MA, PA, and OA), as well as reading comprehension. The participants’ L1 (Korean) MA was also measured. The multiple-group path analysis showed that among both group participants’ L2 MA was the greatest predictor for their L2 reading comprehension, when the effect of PA and OA was controlled (within-linguistic perspective). Concerning cross-linguistic perspective, there was a statistically significant difference between the ESL and the EFL groups: the ESL participants’ L1 MA played a positive role in predicting their L2 reading comprehension, but not for their EFL counterparts. Educational implications and research recommendations are discussed in relation to MA’s contribution to reading comprehension.

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Notes

  1. The ability to process phonemes is typically called phonemic awareness, whereas phonological awareness is general term referring to the ability to manipulate several units of spoken languages, such as syllables or onsets and rimes in addition to phonemes.

  2. The researcher-developed KMA was initially examined by one of the KLS school teachers to make sure the test items were appropriate for the fifth- and sixth-grade Korean ESL students. Eight students in the school were pilot tested, and no floor or ceiling effects were found.

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Acknowledgement

We are very grateful to all teachers and parents in the Korean language schools in Southern Texas, the U.S., and the Korean elementary schools in Seoul, Korea, for their cooperation. Special thanks also go to the students for their willing participation.

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Authors and Affiliations

  1. Department of International Tourism, Dong-A University, 225 Gudeok Ro, Seo Gu, Busan, 49236, Korea

    Han Suk Bae

  2. Department of Teaching, Learning, and Culture, Texas A&M University, 4232, College Station, TX, 77843-4232, USA

    R. Malatesha Joshi

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  1. Han Suk Bae
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Correspondence to Han Suk Bae.

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Bae, H.S., Joshi, R.M. A multiple-group comparison on the role of morphological awareness in reading: within- and cross-linguistic evidence from Korean ESL and EFL learners. Read Writ 31, 1821–1841 (2018). https://doi.org/10.1007/s11145-017-9795-4

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