Morphological Awareness and Writing Proficiency in English of Grade 7 Students

Abstract

This study examined the level of morphological awareness and writing proficiency in English among Grade 7 students and explored the relationship between these variables. Morphological awareness was investigated in terms of morphological analogy, morphological relatedness, and morphological structure, while writing proficiency was assessed through vocabulary, grammar, mechanics, organization, and content. A descriptive-correlational research design was employed using validated instruments to gather data from Grade 7 learners in a public secondary school. Findings revealed that students demonstrated moderate awareness of morphological analogy and morphological relatedness, while awareness of morphological structure was relatively lower. In terms of writing proficiency, most students performed within the novice to intermediate levels, indicating the need for further development of their writing skills. The study also found a significant positive relationship between morphological awareness and writing proficiency, suggesting that learners with stronger awareness of word formation and structure tend to perform better in writing tasks. The results underscore the important role of morphology in language learning and writing development. The study recommends the integration of explicit morphological instruction and regular writing activities in English classes to enhance students’ language proficiency and overall academic performance.