Morphological Awareness and Vocabulary Retention Among English Major Students: A Mixed Method Study

The study aimed to examine the morphological awareness and vocabulary retention of English major students enrolled in the teacher education program at Kapalong College of Agriculture Sciences and Technology. The researcher employed a mixed-method design utilizing the convergent parallel methodology. Participants consisted of English major students from all academic years at the college, with 185 individuals randomly chosen for the quantitative phase and about 14 students purposively selected for the qualitative phase: 7 for in-depth interviews and 7 for focused group discussions. The results suggested that both morphological awareness and vocabulary retention were elevated; the data were dismissed, revealing a considerable link between the two. Moreover, the results from both the quantitative and qualitative phases generally aligned; nevertheless, one indicator diverged. The study established that morphological awareness considerably enhances vocabulary retention among English major students, promoting effective and efficient language use in real-world scenarios. Language learners are advised to prioritize memory strategies, such as mnemonic devices and spaced repetition approaches, to boost vocabulary and grammatical retention, despite the indicators' lowest mean based on the results. Furthermore, to enhance speaking proficiency, students ought to participate in practical language applications relevant to their contexts, facilitating the practice and development of fluency, which is crucial for effective communication in professional, social, and academic settings.