<![CDATA[Morphological awareness has been recognized as an important factor in supporting vocabulary learning among English as a Foreign Language (EFL) students. Understanding the internal structure of words, including prefixes, suffixes, and root words, may help learners infer the meanings of unfamiliar vocabulary and improve their vocabulary learning strategies. However, limited studies have explored students' perceptions of morphological awareness instruction, particularly in small-scale EFL learning contexts. Therefore, this study aims to explore EFL students' perceptions of morphological awareness instruction for vocabulary learning. This research employs a qualitative case study design involving four EFL students selected through purposive sampling. Data will be collected through semi-structured interviews conducted after participants receive morphological awareness instruction. The interview data will be transcribed and analyzed using thematic analysis to identify recurring themes related to students' learning experiences, perceived benefits, and challenges. It is expected that the findings will provide insights into how students perceive morphological awareness instruction and its role in supporting vocabulary learning. The study is also expected to contribute practical implications for English teachers in designing effective vocabulary instruction for EFL classrooms.]]>
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