Abstract
This study examines the potential effects of instruction of morphology through blended methods on developing Jordanian university students’ morphological knowledge and reading comprehension. A total of 50 students from two intact sections of Reading Skills course were selected. The participants were first-year university students enrolled in the second semester of the academic year 2018/2019 at a private university in Jordan. The groups were randomly divided into control and experimental; the experimental group (n=26) received blended reading and morphology instruction using a special computer program called smart class; whereas the control group (n=24) received traditional face-to-face instruction. For data collection, the researchers adopted a morphological test from Bataineh and Al-Kofeiri (2018) and designed a reading comprehension test. The results revealed statistically significant development of students’ morphological knowledge and reading comprehension in the experimental group which could be attributed to the blended method of morphological instruction. The results of this study add new insights to the field of language teaching and research.