This study aimed at investigating the effect of morphological
awareness/analysis on Palestine university EFL high vs. low
achievers‟ inferential comprehension. The researcher conducted an
experiment on a sample of EFLLs during the first semester of the
academic year 2018-2019. The participants of the study, who have
been working as teachers at UNRWA schools and were enrolled in
English 2 course, consisted of (45) male and female students
divided into two groups. The experimental group included (20)
students; (12) females and (8) males, while the control group
included (25) students; (12) males and (13 females). The control
group members were taught the activities of English (2) course using
the regular method while the experimental group members were
taught the activities of the same course using the morphological
awareness strategy. The researcher adopted and adapted an
inferential comprehension pre/posttests and used it as a main tool in
this study. The test was rated twice; by the researcher and another
colleague from the university, and the mean of the two scores were
granted as a final score of the participants of the study on the
pre/posttests. Results revealed that morphological awareness
training has a large positive effect on developing the inferential
comprehension of Palestine University EFL high and low achievers.