Article

Crossword Puzzles as a Learning Tool For Vocabulary Development

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Abstract

Introduction. Since vocabulary is a key basis on which reading achievement depends, various vocabulary acquisition techniques have become pivotal. Among the many teaching approaches, traditional or otherwise, the use of crossword puzzles seems to offer potential and a solution for the problem of learning vocabulary. Method. This study was conducted to examine the effects of crossword puzzles on vocabulary acquisition of first-year students. Sixty-eight students enrolled in a fundamental English course participated in the study. The instruments were pre-and post-vocabulary tests and a questionnaire surveying the students' attitudes toward learning. Results. The findings revealed that the students' overall post-test score was higher than their pre-test score at a significance level of.05. When classifying students into three groups based on their vocabulary proficiency, it was found that students in all groups could improve their vocabulary knowledge at a significance level of.05. The results from Repeated Measures Analysis of Variance test showed that significant differences existed in the scores of the three tests which students gained from the tests and the final exam. The results of the questionnaire also illustrated their very favorable attitudes toward learning vocabulary through crosswords as a whole. Discussion and Conclusion. Crossword puzzles can help students improve vocabulary knowledge, meanwhile incresase their learning motivation.

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... However, to engage students in this task and motivate them, specific strategies are needed. In this respect, games provide a natural motivation, are part of good teaching strategies and, fortunately, there are many that can be used to help build concepts and learn vocabulary as a supplement to traditional methods of learning (Brendzel 2004, Orawiwatnakul 2013). ...
... Among these games, crossword puzzles seem to be more attractive than others, as they tend to be fun and learner-friendly (Childers 1996, Orawiwatnakul 2013). The crossword puzzle normally takes the form of a square or a rectangular grid of white and black shaded squares. ...
Conference Paper
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Introduction: The educational strategies and tools that we use in our class can help students to actively participate in the teaching-learning process. There exists a broad range of activities used in and out the classroom, which promotes the active learning process. Undoubtedly, games have been utilized as different ways to study by students with diverse ages and different studies, and they are becoming the favourite learning method, because they make easier the educational process and make it more pleasurable too. The crosswords started as a game used in leisure time, but is now considered as a teaching tool able to develop attention and concentration, learn specific vocabulary and promote intense searching strategies for solving problems. The aim of this work was to develop an educational tool, the crosswords, applied to the subject of Information Technologies (ICTs) in the degree of Physical Therapy. Material and Methods: The subject ICTs is a subject of basic formation which has a study load of 6 ECTS credits in the Degree of Physiotherapy at University of Valencia. Regarding to its structure, it is divided in 15 theoretical units, which are organized in 3 thematic blocks of 5 units every single, where each unit develops its own specific vocabulary. Every lecturer who instructed the subject created 8 definitions per unit, and once all of them shared their definitions and put them in common, they created the crosswords which collected the main contents of the 3 thematic blocks of the subject. HotPotatoes6®, a freeware program that can be downloaded from: http://www.hotpot.uvic.ca, was used for building the crosswords. Results: We created 15 crosswords, 5 crosswords per each specific thematic block of ICTs subject. The first thematic block has 5 crosswords which collect concepts such as "hardware", "software", "computering" and "University of Valencia". The second block has 5 crosswords which gather concepts like "web 2.0", "nets", "office software" and "multimedia". As a final point, the third thematic block has 5 crosswords that compile terms associated with the scientific field: "reference management software", "data base" and "academic research" among others. Conclusions: 1-The use of crosswords represents a way to stimulate students towards being interested on reminding the most important information of the subject, favouring the knowledge of the specific vocabulary related. 2-These resources, which were created as a complementary learning tool, support the acquisition of definitions, specific terms and keywords related to the subject ICTs in the Degree of Physiotherapy. 3-We propose that this ludic and educative tool could be useful for other subjects which had a specific vocabulary such as Anatomy, Physiology, and so on.
... The benefits of crossword puzzles for exercising patience, make it easier for students to understand concepts, solve problems, work together with friends, and develop students' motor and cognitive skills. Besides increasing students' interest in learning, this puzzle can help students to expand their vocabulary knowledge (Orawiwatnakul, 2015). ...
... The results show that the learning media developed 22 in the category are very feasible. Furthermore, Wasgitu and Wayan (2015) and Orawiwatnakul (2015) also concluded that the crossword learning media get very feasible criteria and get a positive response from teachers and students. And research from Febrina. ...
Article
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p> Abstract. Learning media is a teaching and learning process that tends to be interpreted as graphical, photographic, or electronic tools to capture, process, and reconstruct visual or verbal information. Crosswords are a kind of word play. The learning media developed to facilitate teachers and students in the process of learning and teaching at Junior High School grade VIII. The purpose of this study was to prodice puzzle learning media by crossword puzzle and feasible to be developed as rearning media on human eireulatory system material. Based on the results of the observations that have been carried out, the teacher only uses descourse and less varied learning which makes students bored in learning. The method used in this study is the research and development (R & D), by ADDIE method, the researcher produced a crossword puzzle and its feasibility will be tested. The results of the study after the media were tested on the validator of media experts and material experts got a very decent category. The results of the research from the science teacher, get a very feasible assessment to be developed. The results of research on peer review get a very feasible category to be tested. And the results obtained during the trial of students with trials of small groups, middle groups and large groups led to a very decent category. To we it can be concluded that, puzzle learning media by crossword puzzles is very feasible to develop. Keywords: Puzzle learning media, crossword puzzles</p
... Crossword puzzles also serve to increase student vocabulary in teaching of English as a second language. 21 If students take an active role in word learning, such as by solving a crossword puzzle, they assume increasing responsibility for their own vocabulary growth; this has been suggested as an important goal of vocabulary instruction. 22 Passive learning strategies, such as memorization, are unlikely to provide this level of learning engagement. ...
... Even though some of the follow-up probes in the focus group discussions were closed questions, which restrict or narrows answers, and even though few students participated in the focus group discussions, resulting in groups smaller than recommended, 17 the survey responses further support the use of crossword puzzles as learning aids and this positive attitude has been consistently reported in previous studies. 1,7,8,10,14,20,21,[24][25][26][27] Attitude is known to influence student learning, 28 and hence crossword puzzles have the potential to benefit terminology learning in different settings. Indeed, previous research has shown that puzzles are effective both as an in-class activity [8][9][10]14,20,24 and as a self-learning tool. ...
Article
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Appropriate terminology is essential for successful communication among health professionals. However, students have traditionally been encouraged to learn terminology by rote memorization and recall, strategies that students try to avoid. The use of crossword puzzles as a learning tool has been evaluated in other education disciplines, but not for terminology related to veterinary science. Hence, the objective of this study was to test whether crossword puzzles might be an effective aid to learning veterinary terminology. Forty-two first-year students enrolled in a Bachelor of Veterinary Science program were randomly divided into two groups and their previous knowledge of veterinary terms tested. One group received a list of 30 terms with their definitions. The other group received the same list plus six specially designed puzzles incorporating these 30 terms. After 50 minutes, both groups completed a post-intervention test and the results were compared statistically. The results showed that the students using the crossword puzzles performed better in the post-intervention test, correctly retaining more terms than the students using only rote learning. In addition, qualitative data, gathered through an electronic survey and focus group discussions, revealed a positive attitude among students toward the use of crossword puzzles.
... Njoroge, Ndung'u, and Gathigia (2013) determined the impact of puzzle-based learning on development of students' vocabulary in foreign language classes. Orawiwatnakul (2013) found out the positive effects of puzzles on students' vocabulary and their motivations. Kızıl (2015) aimed at revealing the impact of concept puzzle activities on academic achievement in social studies lesson of 6 th grade students. ...
... Similarly, in this study's result students indicated they were especially aware of the fact that puzzles played an important role in development of their vocabulary knowledge. Similar to this study, Orawiwatnakul (2013) stated that puzzles helped students acquire vocabulary knowledge. As a result of Sholikhah (2011) study, it was revealed that the use of puzzle activities was effective in learning common words. ...
... If the answer has not been found, then a feeling of curiosity strikes and one will look for ways to solve it. Usually, people do crossword puzzles in a relaxed state and to fill their spare time (Orawiwatnakul, 2017). Thus, crossword puzzles can be used as a medium in learning Arabic, given this game's characteristics, which are easy and fun and expected to facilitate the learning process. ...
Article
em> This study aims to determine the effectiveness of crossword puzzles media on mufradat or vocabulary material in Arabic subjects at MTS Negeri [state Islamic junior high school] West Sumba in 2019. The research method used in this study was descriptive quantitative. In this study, the population was MTS N West Sumba students in 2019, while the sampling was 30 MTS N West Sumba students, consisting of ten seventh-grade students, ten eighth-grade students, and ten ninth-grade students. The data in this study were collected through observation and questionnaires. The use of crossword puzzles in mufradat learning materials in Arabic subjects at MTS N West Barat in 2019 had been carried out in a very effective category, with a success percentage of 97.24%. </em
... Another study found that crossword puzzles were effective in teaching vocabulary to students of English as a foreign language (EFL) in Kenyan secondary schools (Njoroge, Ndung'u, & Gathigia, 2013). Crossword puzzles have also had success as a motivational tool in the learning of English vocabulary for ELLs (Orawiwatnakul, 2013). ...
Article
In an academic environment, teachers utilize crossword puzzles to help students learn or remember terminology. Outside the classroom, typically in daily newspapers, crosswords aid in vocabulary development, used as a learning tool, a leisure activity, or both. However, both the content and the grid structure of the crosswords in these two environments differ greatly. Consequently, English language learners (ELLs) may struggle to adapt to the challenging grid as well as the U.S. culture–centric focus of a daily crossword. The purpose of this article is thus to consider as a vocabulary learning task a crossword puzzle whose content is designed specifically for ELLs, yet still abides by the grid structure of a daily crossword. Three graduate school–level ELLs worked on such a crossword; their thoughts on doing a crossword were analyzed through a written survey and discussion that was recorded and transcribed. Results reveal that participants were frustrated by the cultural components and context-less nature of the puzzle when working alone, but felt more positive and made substantial progress when working collaboratively.
... The touch is really helpful in stimulating the brain and producing the hormone needed for development. Orawiwatnakul [4] concluded that game can improve students' knowledge, and their learning motivation. In his research, he used crosswords puzzle and successfully improved the Elementary School students' vocabulary knowledge. ...
... Salah satu media yang dipandang dapat meningkatkan keterampilan berbahasa siswa adalah media teka-teki silang. Banyak penelitian yang sudah dilakukan terkait dengan penggunaan media teka teki silang dalam pembelajaran, di antaranya Orawiwatnakul, Wiwat, 2013;Pavlova, Iglika V.;Lewis, Kayla C., 2013;Joag, Sushama D, 2014;Kamboj, Pooja;Singh, Sushil Kumar, 2015;Rantika dan Abdullah, 2015dan Priantini, et all, 2016 ...
Article
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This article contains a study about the use of crossword media in improving the language skills of elementary school students as an effort to create a fun class. The problem was students’ lack of eagerness to emotionally involve in learning process. This condition caused an impact on students’ unsatisfaying learning outcomes that is 80. To overcome this problem, crossword puzzle media are used in learning by referring to the research models of Kemmis and Taggart. The data were collected by using observation sheets, interview guidelines, questionnaires, tests of student learning outcomes and field observations. At the end of the study, it was found that both the students’ learning outcomes and activities, and the teacher performance in planning and implementing teaching increased from cycle I to cycle II. As the result, the learning exceeded the target of the minimum standard of completeness. Thus, the utilization of crossword puzzles is considered to able to improve students' language skills, as well as create fun classes
... Jaramillo et al. [22] in investigating the efficacy of ICT-integrated crossword puzzle found out that crossword puzzle is an effective tool in developing vocabulary for a specific knowledge area. Orawiwatnakul [36] acknowledged that the use of crossword puzzle effectively increases students' ability in vocabulary retention. His findings suggested that participants enjoy learning using puzzle as it offers engaging environment. ...
... It is also a language game by filling in the boxes with letters to form readable words, both vertically and horizontally. It can provide an understanding of material easily and deeply [5]. Students easily forget when receiving some materials. ...
... Any student needs to be improved his/her speaking skills, the crucial element is vocabulary, more having vocabulary becomes student easier in speaking fluently. In line with the initial study, Orawiwatnakul (2013) points out crossword puzzle is a way to learning and increasing students' vocabulary [16]. The study adopted from folklore Raja Ampat, at the beginning of class, the teacher told a story to students orally. ...
Article
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Local culture-based learning is potential learning with integrates and emphasizes culture locally in the learning process. Learning through culture could be raised up of students’ appreciation for the local culture. This study potentials to improve students’ interesting, enrich vocabulary, metacognitive, and four basic language skills for younger learners “it is time to speak, it is time read, it is time to read, and the last one, time to listen. The subjects of this study were students’ primary school level, less than ten years consist of 20 boys and 14 girls, totaling is 34 students. This study used descriptive qualitative techniques in describing the improvement experienced by students. And the data used of this research were gathered by 1) observation; 2) interview; 3) documentation. The results of this study showed that 20 students felt interesting in learning English, 10 students showed progress in vocabulary, and the rest did not show any progress, and, this is influenced by the internal factors of the students. It is also recommended that puzzle local culture-based can be used as a media to motivate young learners in learning English. By doing this, the teacher could assess not only their interest to learn English but also their understanding of their local cultures.
... difference of 16.57 in a 100-mark test) than the control group. Orawiwatnakul [18] also showed, using pre-post testing, that using crosswords enhances students' vocabulary knowledge. ...
Article
The focus of this paper is learning the language of data science and statistics through the use of simple classroom activities. Many terms in statistics are known to be lexically ambiguous, having one meaning in general English conversation and another, more technical, meaning in statistical English. The main aim is to investigate whether the classroom‐ready interventions proposed are perceived by students to be fun and helpful. A secondary aim is to measure students' ability to correctly define lexically ambiguous words at the start and end of the semester, and seek evidence of an association between the interventions and lexical disambiguation. Three types of interventions are studied: crosswords, gap‐fill exercises and a sorting exercise. The results from student evaluations of the activities show that, in general, students found the activities helpful and fun. There was also some moderate evidence of an improvement in disambiguation for statistical terms including significant, control and relationship.
... The relevant study published in international journal was conducted by Wiwat Orawiwatnakul (2013) titled "Crossword Puzzles as a Learning Tool for Vocabulary Development". The study showed that all students' posttest scores were higher than their pretest ones at level of significance 0.05 when dividing the students into three groups. ...
Article
This research is based on Indonesian language learning that has not been effective yet, so the result of learned is not optimal yet, to overcome this problem, the researcher developed crossword puzzle game. This development research aims to produce crossword puzzle products as well as know the feasibility and effectiveness of the product. This research used Research and Developement method developed by Borg and Gall. The subjects of this study are the students of class V which amounted to 34 students. Data analysis techniques used descriptive percentage and n-gain test. The results showed that the media of crossword puzzles is very feasible to use with the percentage of assessment 89.58%, material expert judgments of 88, 63%. The result of N-gain analysis showed that the value obtained is 0.5226 in the medium category and the response is very good. Based on the result of the research, the crossword puzzle game to summarize the developed explanation text is declared eligible and effective in improving the writing skill of the students' explanatory text.
... Crossword puzzle dipandang sebagai teknik belajar bermanfaat karena merupakan teknik yang menyenangkan bagi siswa sehingga mereka menjadi lebih menikmati proses pembelajaran (Franklin et al., 2003;Weisskirch, 2006), dan teknik yang dapat meningkatkan motivasi dan ketertarikan siswa terhadap materi ajar (Franklin et al., 2003). Crossword puzzle telah digunakan di berbagai topik pelajaran antara lain farmasi (Shah et al, 2009), terminologi teknologi (Whisenand dan Dunphy, 2010), kosa-kata bahasa Inggris (Orawiwatnakul, 2013). ...
... The use of Multimedia Puzzle has been proven to be able to improve student learning outcomes from the first cycle to the second cycle from an average of 39.90 (low category) to 79.70 (good category) [7]. In addition, this media can also increase student learning IOP Publishing doi:10.1088/1757-899X/1098/3/032108 2 motivation [8]. The results showed that the use of this media in the learning process was able to make students feel relaxed and less aggressive [9]. ...
Article
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This research aimed at developing Electronic Puzzle media to assist students in understanding an abstract concept of two-dimensional shapes grouping lessons. This research employed a quantitative approach with quasi-experimental method. This research further intended to determine the effect of Electronic Puzzle media on student learning achievement. To determine the sample, it employed random sampling technique. The research data were tested and analysed through SPSS 21.0 for Windows. The results showed that there was an influence of use Electronic Puzzle using application I’m a Puzzle to improve student learning achievement in class II SDN Gadang 01 Malang. There are difference learning achievement between students taught using Electronic Puzzle and not. Through these results it is expected that elementary school teachers can develop themselves in the use and development of electronic-based media and teaching aids in their classroom learning.
Chapter
The University of California, San Diego (UCSD) Library's inaugural Learning Spaces (LSP) Program was formally established on July 1, 2013 through a library-wide reorganization process spanning 2012-2014. As a new program whose offerings remained in development, 2013-2014 presented the opportunity organizationally to initiate new library services and amenities and to adopt a new path based on the program's initial strategic objectives. This chapter details several of the ways in which the program began during its first year to accomplish its goals of engaging library users, building a sense of community and patron ownership within the library's learning spaces, establishing a culture of assessment among program staff, and developing library spaces where students feel welcomed and supported in their academic life. Activities detailed in the chapter are provided as examples for other libraries working toward similar outcomes. Additionally, a limited literature review of library engagement and community building in libraries is presented, along with research support for many of the Learning Spaces Program's new initiatives.
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In creating crossword puzzles themselves, students gain an understanding of a concept in order to create the clue for it. The instructor can make this activity either chapter- or domain-specific, for instance, to encourage reading the textbook and researching concepts. In this unique application of the self-generated crossword, students use free internet programs to easily create these puzzles and bring copies of their completed crosswords to class so their peers can solve them. This highly interactive exercise provides a unique opportunity for students to engage with the material and to participate in the classroom.
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Crosswords and other word puzzles are commonly enjoyed by a great majority of people in our daily lives, and they are also used in books and other instructional materials. In language teaching and learning, paper-based and interactive puzzles have been used to add flavour to vocabulary acquisition processes in terms of teaching spelling rules, internalising lexical meaning, recognising synonyms and word collocations and so on. The introduction of Web 2.0 technologies has added further dimensions to their preparation and use, such as user-friendliness, flexibility and ability to share, making them easier to access for both instructors and teachers. However, some foreign language teachers may not be familiar with how to prepare interactive puzzles and how to utilize puzzles that are produced using Web 2.0 tools in vocabulary instruction. Therefore, this study aims to give an overview of interactive puzzles generated using Web 2.0 tools and other software and how to utilize them in vocabulary acquisition. To this end, this paper elaborates on the use of puzzles in vocabulary acquisition within the framework of emerging Web 2.0 technologies. The researchers describe simple design procedures involving Web 2.0 tools and other educational software to do away with the misconception that it is the job of an expert to build up interactive puzzles. Moreover, they also make some practical recommendations to materials designers, teachers and learners to help them harness the power of puzzles in vocabulary instruction.
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This article evaluates the use of instructorcreated crossword puzzles as a means of reviewing course material. Students completed one crossword puzzle in class to prepare for an exam, and then they had the opportunity to complete a second crossword puzzle outside of class to prepare for the second exam. Students generally rated the crossword puzzle exercise favorably. They described learning more and finding the exercise more helpful for learning concepts and preparing for the exam when completing the crossword puzzle collaboratively in class rather than individually outside of class. Students also rated the exercise higher as a review technique and as more enjoyable when completed in class.
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The purpose of this quasi-experimental study was to compare the effectiveness of reading plus vocabulary-enhancement activities (RV) and narrow reading (NR)— repeated reading thematically related articles—on vocabulary acquisition and retention among English as a foreign language (EFL) secondary school students. Twenty-five third-year male students with intermediate-level English proficiency participated in each instructional treatment 2 hr per week for five weeks. The RV group read selected texts and practiced various vocabulary exercises. The NR group read thematically related supplemental materials besides the selected texts. A Chinese version of the modified Vocabulary Knowledge Scale was employed to assess students' knowledge of 50 vocabulary items. The results show that the RV group demonstrated significantly more knowledge about the target vocabulary than the NR group on the acquisition and retention tests. The researcher concludes that reading plus focused vocabulary exercises are more effective and efficient than the narrow reading approach in enhancing target vocabulary acquisition and retention among EFL secondary students.