Why do want to conduct this study? Studying the morphological competence of BSEd (Bachelor of Secondary Education) English students is essential for several reasons. Firstly, it helps educators and curriculum designers understand the students' proficiency in recognizing and using word forms, which is fundamental to effective communication in English. Secondly, it aids in identifying areas where students may struggle, enabling targeted interventions and tailored instruction. Thirdly, assessing morphological competence can contribute to improving the overall quality of English language education by highlighting areas for curriculum enhancement. Additionally, this research can provide insights into the impact of teaching methods and materials on morphological skills development. Ultimately, studying morphological competence equips educators with valuable information to enhance English language learning outcomes for BSEd students. From Global to Local (usually tintanong ito sa intro according to Ma'am Maggie) - Global Context: In today's interconnected world, English serves as a global lingua franca. Effective communication in English is essential for students to engage in international exchanges, access global knowledge, and participate in a globalized job market. The demand for English proficiency at the global level highlights the importance of improving morphological competences. - National Policy: In the Philippines, English is one of the official languages and is integral to education. The K-12 curriculum emphasizes the development of English language skills, including morphology. Therefore, studying and enhancing morphological competences aligns with national education policy and objectives. - Local Educational Goals: Cagayan State University, Andrews Campus, likely has its educational goals and objectives that include preparing BSEd English students to become effective educators themselves. Strong morphological competences are essential for these students to teach English effectively to their future students. Research Gap: - The research gap in this study lies in the insufficient exploration of how demographic factors (such as age, year level, and sex) intersect with morphological competence and vocabulary growth among BSE English students. While previous research has acknowledged the importance of morphological awareness and its impact on language skills, it has often overlooked the specific influence of demographics within this context. This study aims to address this gap by investigating how these demographic variables relate to the students' ability to understand word structure and acquire new words. Furthermore, there is limited research on how demographic factors uniquely affect morphological competence and subsequent vocabulary development in the BSE English student population, making this an uncharted area of inquiry. By delving into these connections, the study aims to contribute valuable insights into the complex interplay between demographics and language skills, which can inform educational practices and support tailored language learning strategies. What is the significance of studying the morphological competence of BSED english student? - The significance of studying the Morphological Competence of Bachelor of Secondary Education (BSEd) Major in English students lies in its multifaceted impact on both educators and learners. First and foremost, understanding morphological competence is essential for prospective English teachers as it equips them with the skills to effectively impart language knowledge to their students. This, in turn, enhances the quality of language instruction in classrooms. Furthermore, investigating morphological competence among BSEd students can lead to improved vocabulary development, enabling them to enrich their own language skills and better equip their future students. By identifying specific areas of weakness in morphological competence, teacher training programs can tailor their curricula to address these gaps, ensuring that educators are well-prepared for their roles. Lastly, this research contributes to a deeper understanding of language acquisition and development, shedding light on the intricate interplay between demographic factors and linguistic skills within the realm of language education. Proposal Defense * why did u conduct this study? - so since morphological competence is linked to various literacy skills, including reading, writing, speaking, and listening. A learner’s writing system is also refined through sense of morphology. Therefore, understanding morphological structure is important for developing literacy and vocabulary levels of performance. But, we should take note that factors that affect students’ morphological competence may be caused by demographic profile. So we conducted this study to analyze how the demographic profile of BSED English students relates to their morphological competence. It emphasizes the need for more research in this area to understand the impact of demographics on vocabulary growth. - Student Success: Ultimately, our goal was to contribute to the academic success of BSED Major in English students. By gaining a deeper understanding of their morphological competence, we aimed to identify potential areas for improvement that could lead to improved language proficiency and overall academic performance. * What gap do you intend to bridge with ur research - the gap that we want to fill is how demographic profile of a BSED English student such as sex age and year level associated with their morphological competency. - It aims to fill a gap in research by exploring the connection between demographics and morphological competency in vocabulary development. * why did u choose this research methodology (Sa research design) - we utilized descriptive-correlational design because it will describe the profile of the respondents according to sex, age snd year level and then test its relationship with the students’ morphological competency. * how can you research be put into practice The research on "Morphological Competence of BSED Major in English students" can be put into practice in several ways: * Curriculum Development: The findings of this research can inform curriculum development for BSED English programs. Educators can incorporate strategies and tools to enhance students' morphological competence into their teaching plans. * Teaching Techniques: Teachers can integrate morphological awareness exercises into their English classes to improve students' vocabulary and language skills. This could involve activities like word analysis, identifying prefixes and suffixes, and creating word families. * Teacher Training: Teacher training programs can include modules on morphological competence and its importance in language education. This can help future educators better understand how to teach morphological skills effectively. * Educational Resources: Educational materials and resources can be developed based on the research findings to support both teachers and students in improving morphological competence. * Assessment Tools: New assessment tools can be created to measure students' morphological competence. This can provide valuable insights into individual learning progress and help tailor instruction. * Intervention Programs: For students who struggle with morphological competence, targeted intervention programs can be designed to provide additional support and practice. * Policy and Advocacy: The research can be used to advocate for policy changes that prioritize morphological competence as a key aspect of English language education. Overall, the research can be translated into practical applications to enhance the language learning experience and outcomes of BSED Major in English students. * how can your study contribute to related area of knowledge - The findings from the study on "Morphological Competence of BSED Major in English students" will make significant contributions to the related area of knowledge in several ways: * Enhanced Understanding of Morphological Competence: The research will provide a deeper understanding of how morphological competence develops and its impact on language learning. This knowledge can help educators and researchers refine their theories and models related to language acquisition. * Improved Language Instruction: The study's insights can inform language instruction methods. Educators can use the findings to develop more effective teaching strategies that specifically target morphological skills, ultimately improving the language proficiency of BSED English students. * Curriculum Development: The research can influence curriculum development for BSED English programs. By identifying the strengths and weaknesses in students' morphological competence, curriculum designers can make informed decisions about content and teaching priorities. * Assessment and Evaluation: The study's findings can lead to the development of better assessment tools for evaluating students' morphological competence. This can provide educators with more accurate ways to measure progress and identify areas where students may need additional support. * Teacher Training: The research can contribute to teacher training programs, helping future educators gain a deeper understanding of the importance of morphological competence and how to teach it effectively. * Policy and Advocacy: Policymakers and educational institutions can use the research to advocate for policies that prioritize language learning and provide resources for improving students' morphological competence. * Further Research: The findings can serve as a foundation for further research in the field of language acquisition and morphological awareness, inspiring new studies and investigations into related areas. - In summary, the study's findings will advance our knowledge of morphological competence in BSED Major in English students and have practical applications in language education, curriculum development, assessment, and teacher training. These contributions will benefit both educators and learners in the field of English language education.
