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The morphology-vocabulary- reading mechanism and its effect on students� academic achievement in an English L2 context

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dc.contributor.author Stoffelsma L.
dc.contributor.author Spooren W.
dc.contributor.author Mwinlaaru I.N.
dc.contributor.author Antwi V.
dc.date.accessioned 2022-10-31T15:05:21Z
dc.date.available 2022-10-31T15:05:21Z
dc.date.issued 2020
dc.identifier.issn 14751585
dc.identifier.other 10.1016/j.jeap.2020.100887
dc.identifier.uri http://41.74.91.244:8080/handle/123456789/378
dc.description Stoffelsma, L., Department of Linguistics & Modern Languages, University of South Africa (UNISA), Pretoria, South Africa, Centre for Language Studies, Faculty of Arts, Radboud University Nijmegen, P.O. Box 9103, NL-6500 HD, Nijmegen, Netherlands; Spooren, W., Full Professor Discourse Studies of Dutch, Centre for Language Studies, Faculty of Arts, Radboud University Nijmegen, Room E6.29 / E13.04, P.O. Box 9103, NL-6500 HD, Nijmegen, Netherlands; Mwinlaaru, I.N., Department of English, University of Cape Coast, Cape Coast, Ghana; Antwi, V., Department of Physics, University of Education Winneba, Winneba, Ghana en_US
dc.description.abstract The high lexical density and complex morphology of written standard English in academic and administrative contexts have raised concerns about their effect on reading proficiency across educational levels. This study provides empirical evidence of a serial multiple mediator model supporting the relationship between English L2 students� morphological awareness, vocabulary knowledge, reading proficiency and academic achievement. Comparisons were made at two levels: general English and academic English. Data were acquired from 454 second- and third-year English L2 university students in Ghana, West Africa. Using two different mediation analyses, the study produced significant evidence for a two-mediator model at both levels. Morphological awareness is modelled as affecting academic achievement through four different pathways: indirectly through vocabulary, indirectly through reading comprehension, indirectly through vocabulary and reading comprehension sequentially, and directly. This shows that knowledge of morphology both directly and indirectly influences academic achievement at tertiary level in English L2 contexts. � 2020 Elsevier Ltd en_US
dc.publisher Elsevier Ltd en_US
dc.subject English L2 en_US
dc.subject Literacy development en_US
dc.subject Morphological awareness en_US
dc.subject Reading comprehension en_US
dc.subject Serial mediation analysis en_US
dc.subject Vocabulary en_US
dc.title The morphology-vocabulary- reading mechanism and its effect on students� academic achievement in an English L2 context en_US
dc.type Article en_US


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