A Finer‐Grained Exploration of Morphological Knowledge in EFL Reading Among Chinese College Learners: Mediation Through Vocabulary and Grammar Knowledge

ABSTRACT The present study scrutinized the contribution of morphological knowledge dimensions to reading in English as a foreign language among Chinese college students through the lens of mediating factors inclusive of vocabulary and grammar knowledge. Seven hundred and ninety college‐level English majors participated in the study. Hierarchical regression and structural equation modeling analyses were utilized to unveil the mediated and unmediated effects of morphological knowledge facets on reading outcomes. Results demonstrated that derivative morpheme, vocabulary, and grammar knowledge of English all predicted unique variance in English reading comprehension after the other two related factors were controlled for. More importantly, the study revealed a significant partial mediation of morpheme meaning knowledge on reading comprehension through vocabulary breadth, vocabulary depth, and grammar knowledge, while morpheme use knowledge contributed to reading comprehension by full mediation of grammar knowledge. Morpheme form knowledge did not show any significant direct effect or robust mediation effect on reading performance, albeit its contribution to vocabulary depth first, which in turn facilitated reading comprehension separately.