Abstract
Morphological awareness plays an essential role in literacy. So many specialists and experts in the field of instruction confirmed the key role of morphological awareness to foster students’ abilities to able to decode and spell words the right way. However, the current study was run to investigate the teachers’ attitudes toward employing the knowledge of morphological awareness in the EFL classroom in Jordan and that was considered the ultimate goal and the study question. Thus, in order to carry out the study, a qualitative research method was administered through a research tool employed. The reliability and validity of the questionnaire were both beard in mind. The sample study consisted of (150) participants distributed in different municipalities in the Hashemite Kingdom of Jordan, especially in Zarqa municipality where the researcher works.
The findings of the study showed dearth in competence among teachers, besides, most of EFL teachers reduced the importance of morphological awareness as an approach to develop students’ abilities to be competent readers and spellers. The results also revealed a clear gap in morphological awareness among the EFL teachers in part two of the questionnaire. Consequently, the researcher recommended other researchers to gear other studies on both teachers and students. Besides, the researcher recommended also EFL teachers to keep up to date revolutionary researches related to instruction methods.
