Teaching and Learning Morphology in the English Language Curriculum: An Exploration into Belief and Reality in Vietnam





Morphology teaching practice, Morphology learning practice, morphological awareness, Morphology belief, Vietnamese instructions


Language study includes different branches such as phonetics, phonology, morphology, syntax, and semantics. Morphology is one component that has proved supportive of learning vocabulary, grammar, reading, and writing. However, earlier studies have mostly focused on morphology as an integrated aspect in language classes, and not much has been done in the context of its being a separate academic subject in the English language curriculum. Therefore, this article aims to explore teaching and learning practices in Morphology classes and ascertain teachers' and learners' beliefs toward the subject. The study used semi-structured interviews to collect qualitative data from ten English major students just completing their Morphology course and four teachers of the subject at a university in Vietnam. The findings show that both learners and teachers have positive attitudes toward Morphology, affirming it is challenging but worth studying and emphasizing the importance of its inclusion in the English language curriculum. This research argues that teaching and learning Morphology should prioritize explicit instructions in learners' utilization of their mother tongue accompanied by tasks and discussions.

Author Biography

Le Quang Thao, Faculty of Foreign Languages, Van Lang University, Ho Chi Minh City, Vietnam

Le Quang Thao is currently working as a full-time English lecturer at the Faculty of Foreign Languages, Van Lang University, Ho Chi Minh City, Vietnam. He has over ten years of teaching English to tertiary students. His research interests include linguistics education, English teaching methodology, and language attitude.




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How to Cite

Le, Q. T. (2023). Teaching and Learning Morphology in the English Language Curriculum: An Exploration into Belief and Reality in Vietnam. International Journal of TESOL & Education, 3(2), 43–59. https://doi.org/10.54855/ijte.23324



Research Article