The Effects of an Online Gamified Morphological Intervention on Emergent Bilinguals’ Literacy Achievement

Citation

Li, M., Tran, H., Chandler, M., Kirby, J.R., Zhang, J., Cole, M.W. & Dogan, B. (2026). The Effects of an Online Gamified Morphological Intervention on Emergent Bilinguals’ Literacy Achievement. Journal of Online Learning Research, 12(2), 285-314. https://www.learntechlib.org/primary/p/2128522/.

Abstract

Morphological knowledge is characterized as the ability to recognize and manipulate morphemes, the smallest meaning units in words. Research supports that morphological interventions significantly improve vocabulary and literacy outcomes for Emergent Bilinguals (EBs). However, how to optimally deliver and apply morphological intervention remains to be explored. In this study, an online gamified morphological intervention program (MorphoGalaxy) targeting morphological awareness, morphological analysis, morphological decoding, and morpho-syntax was designed and implemented with Grades 3, 4, and 5 EBs. A mixed methods research approach with a convergent design was used to evaluate the effectiveness of the program. Quantitative analysis using repeated measures ANOVA revealed significant improvements of overall morphological knowledge in the intervention group, especially in morphological analysis. Qualitative thematic analysis of student and teacher interviews highlighted the program’s engagement and enjoyment. Challenges in design and implementation emerged, warranting further exploration to refine this approach.

Authors

  • Chandler, Mackenzie
  • Cole, Mikel W
  • Dogan, Bulent
  • Kirby, John R
  • Li, Miao
  • Tran, Hien
  • Zhang, Jie

Reference Type

Journal

Keywords

  • Game-based learning
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