This study examines Saudi female EFL learners' mastery of English compound words, focusing on their understanding of subordinative, attributive, and coordinative compounds, categorized by endocentricity (where meaning is transparent) and exocentricity (where meaning is not directly inferable from components). Conducted with 236 students from King Khalid University, the study used a questionnaire with 24 compounds for participants to interpret without external aids. Results show a 75% accuracy rate, indicating moderate comprehension, with higher success in endocentric compounds due to clearer semantic transparency. Subordinative compounds (77% accuracy) were more accessible than attributive and coordinative forms.
The study also finds that learners struggled with exocentric compounds, often misinterpreting or failing to derive accurate meanings. Factors contributing to these difficulties include the influence of Arabic, where compound structures are less common and less morphologically complex than in English. The findings suggest that EFL instruction should focus on both compound types and draw explicit comparisons between English and Arabic compounds to aid comprehension. The paper concludes that while senior students demonstrate an understanding of endocentric compounds, significant gaps remain, especially with exocentric forms, recommending enhanced pedagogical approaches to support compound acquisition.