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Abstract
Numerous studies have demonstrated the effectiveness of crossword-assisted teaching for English as a foreign language (EFL) instruction. The present study evaluated the effectiveness of this technique in the Chinese-speaking EFL environment. Two cohorts of junior college students participated in this study. Both groups completed a vocabulary and reading skill pretest, which revealed no significant differences between the groups. For convenience, a larger cohort of 34 students was designated as the experimental group, and a smaller cohort of 32 students was designated as the control group. During the study, crossword-solving tasks and quizzes were integrated into the instruction provided to the experimental group, whereas traditional lecture-based instruction was provided to the control group. After the study, both groups underwent the same posttest. The experimental group significantly outperformed the control group in both vocabulary knowledge and reading comprehension. Additionally, the experimental group students’ responses to a learning attitudes questionnaire indicated their favorable perceptions of the use of crosswords in instruction. Therefore, this study verified the effectiveness of crossword puzzles in a non-Western linguistic learning environment, reinforcing the value of crosswords for EFL teaching.
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References
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- Ausubel, D. P. (1963). The psychology of meaningful verbal learning. Grune & Stratton.
- Ayto, J. (1990). Dictionary of word origins. Arcade Publishing.
- Baker, S., Simmons, D., & Kameenui, E. (1995). Vocabulary acquisition: synthesis of the research. Retrieved, from http://idea.uoregon.edu/~ncite/documents/techrep/tech13.html
- Barcroft, J. (2004). Second language vocabulary acquisition: A lexical input processing approach. Foreign Language Annals, 37(2), 200–208. https://doi.org/10.1111/j.1944-9720.2004.tb02193
- Bonwell, C. C., & Eison, J. A. (1991). Active Learning: Creating Excitement in the Classroom. ASHE-ERIC Higher Education Report No. 1. George Washington University Clearinghouse on High Education.
- Burston, J. (2005). Theoretical foundations of crossword puzzle usage in foreign language vocabulary acquisition [Conference paper]. UNTELE 2005. Academia. Retrieved, from https://www.researchgate.net/publication/259442149_Theoretical_foundations_of_crossword_puzzle_usage_in_foreign_language_vocabulary_acquisition
- Childers, C. D. (1996). Using crossword puzzles as an aid to studying sociological concepts. Teaching Sociology, 24(2), 231–235.
- Cronbach, L., & Shevelson, R. (2004). My current thoughts on coefficient alpha and successor procedures. Journal of Educational Psychological Measurement, 64(3), 391–418.
- Davis, T. M., Shepherd, B., & Zwiefelhofer, T. (2009). Reviewing for exams: Do crossword puzzles help in the success of student learning? The Journal of Effective Teaching, 9(3), 4–10.
- Derer, Ö. K., & Berkant, H. G. (2019). The effect of puzzle-based learning on secondary school students’ attitudes and their self-efficacy beliefs in English lesson. Journal of Theoretical Educational Science, 13(1), 205–231. http://dx.doi.org/10.30831/akukeg.56479
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- Franklin, S., Peat, M., & Lewis, A. (2003). Non-traditional interventions to stimulate discussion: The use of games and puzzles. Journal of Biological Education, 37(2), 79–84.
- Gairns, R., & Redman, S. (1999). Working with words: A guide to teaching and learning vocabulary. Cambridge University Press.
- Hadi, H. R., & Guo, X. (2020). A survey of beliefs and vocabulary learning strategies adopted by EFL learners at Shaikh Zayed University. Cogent Education, 7, 1–22.
- Howland, J. L., Jonassen, D. H., & Marra, R. M. (2012). Meaningful learning with technology. 4th ed. Pearson.
- Hudson, T. (2007). Teaching second language reading. Oxford University Press.
- Ibrahim, E. H. E., Sarudin, I., & Muhamad, A. J. (2016). The relationship between vocabulary size and reading comprehension of ESL learners. English Language Teaching, 9(2), 116–123. http://dx.doi.org/10.5539/elt.v9n2p116
- Keshta, A. S., & Al-Faleet, F. K. (2013). The effectiveness of using puzzles in developing Palestinian tenth graders' vocabulary achievement and retention. Humanities and Social Sciences, 1(1), 46–57. https://doi.org/10.11648/j.hss.20130101.16
- King, K. B. (2010). The writing template book: The Michigan guide to writing well and success on high-stakes tests. The University of Michigan Press.
- Lestari, N., & Yulia, Y. (2018). The use of crossword puzzle to improve vocabulary mastery of the fifth grade students of SD N GOLO. JELLT, 2(2), 71–79. https://doi.org/10.36597/jellt.v2i2.3275
- Lewis, M. (1993). The lexical approach. in N. Schmitt & M. McCarthy (Eds). Vocabulary: description, acquisition and pedagogy. Cambridge University Press.
- Lipscomb, L., Swanson, J., & West, A. (2004). Scaffolding. In M. Orey (Ed.). Emerging perspectives on learning, teaching, and technology.
- Liu, N., & Nation, I. S. P. (1985). Factors affecting guessing vocabulary in context. RELC Journal, 16(1), 33–42. https://doi.org/10.1177/00336882850160010.
- Mayer, R. E. (2002). Rote versus meaningful learning. Theory into Practice, 41(4), 226–232. https://doi.org/10.1207/s15430421tip4104_4
- Merkel, W. (2016). The potential of crossword puzzles in aiding English language learners. TESOL Journal, 7(4), 898–920. https://doi.org/10.1002/tesj.252
- Merrick, K. E. (2010). An empirical evaluation of puzzle-based learning as an interest approach for teaching introductory computer science. IEEE Transactions on Education, 53(4), 677–680.
- Michalewicz, Z., & Michalewicz, M. (2008). Puzzle-based learning: An introduction to critical thinking, mathematics and problem solving. Teaching Mathematics and Computer Science, 6(2), 415–420.
- Ministry of Education. (2018). Curriculum guidelines of 12-year basic education for elementary school, junior high and general senior high schools: subject of English in the domain of language. Ministry of Education.
- Mollica, A. (2008). Recreational linguistics: Crossword puzzles and second-language teaching. Mosaic, 10(3), 15–23.
- Nam, J. (2010). Linking research and practice: Effective strategies for teaching vocabulary in the ESL classroom. TESL Canada Journal, 28(1), 127–135.
- National Institute of Child Health and Human Development [NICHD]. (2000). A closer look at the five essential components of effective reading instruction: A review of scientifically based reading research for teachers. Learning Point Associates.
- Nation, P., & Newton, J. (1997). Teaching vocabulary. In J. Coady & T. Huckin (Eds.). Second language vocabulary acquisition (pp. 238–254). Cambridge University Press.
- Nation, P., & Waring, R. (1997). Vocabulary size, text coverage and word lists. In N. Schmitt & M. McCarthy (Eds). Vocabulary: description, acquisition and pedagogy (pp. 6–19). Cambridge University Press.
- Njoroge, M. C., Ndung’u, R. W., & Gathigia, M. G. (2013). The use of crossword puzzles as a vocabulary learning strategy: A case of English as a second language in Kenyan secondary schools. International Journal of Current Research, 5(2), 313–321.
- Orawiwatnakul, W. (2011). Impacts of vocabulary acquisition techniques instruction on students’ learning. College of Teaching and Learning, 8(1), 47–53
- Orawiwatnakul, W. (2013). Crossword puzzles as a learning tool for vocabulary development. Electronic Journal of Research in Educational Psychology, 11(2), 413–428. http://dx.doi.org/10.14204/ejrep.30.12186
- Puspita, N., & Sabiqoh, N. (2017). Teaching vocabulary by using crossword puzzle. English Education: Journal Tadris Bahasa Inggris, 10(2), 308–325.
- Raphel, A. (2020). Crosswords have always been a solace in times of trouble. Time. Retrieved July 29, 2023, from https://time.com/5811396/crossword-history/
- Richards, J. C., & Renandya, W. A. (Eds.). (2002). Methodology in language teaching: an anthology of current practice. Cambridge University Press.
- Ryan, A. (1997). Learning the orthographical form of L2 vocabulary — A receptive and a productive process. In N. Schmitt & M. McCarthy (Eds). Vocabulary: description, acquisition and pedagogy (pp. 181–198). Cambridge University Press.
- Schmitt, N., & McCarthy, M. (Eds). (1997). Vocabulary: Description, acquisition and pedagogy. Cambridge University Press.
- Slavin, R, E. (2003). Educational psychology: Theory and practice. Pearson Education.
- Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
- Weisskirch, R. (2006). An analysis of instructor-created crossword puzzles for student review. College Teaching, 54(1), 198–201. https://doi.org/10.3200/CTCH.54.1.198-201
- Wilkins, D. A. (1985). Linguistics in language teaching. Edward Arnold.
- Wood, D., Bruner, J., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Child Psychiatry, 17, 89−100.
- Yam News. (2023). eNews Network. Taiwan.
- Yunianta, A., Yusof, N., Othman, M. S., & Octaviani, D. (2012). Analysis and categorization of e-learning activities based on meaningful learning characteristics. World Academy of Science, Engineering and Technology International Journal of Educational and Pedagogical Sciences, 69, 811–816.
References
Corporation. (2021). Global HRM & TOEIC. 104 Corporation.
Amlen, D. (2019). How the crossword became an American pastime. New York Times. Retrieved July 2023, from https://www.smithsonianmag.com/arts-culture/crossword-became-american-pastime-180973558/
Ausubel, D. P. (1963). The psychology of meaningful verbal learning. Grune & Stratton.
Ayto, J. (1990). Dictionary of word origins. Arcade Publishing.
Baker, S., Simmons, D., & Kameenui, E. (1995). Vocabulary acquisition: synthesis of the research. Retrieved, from http://idea.uoregon.edu/~ncite/documents/techrep/tech13.html
Barcroft, J. (2004). Second language vocabulary acquisition: A lexical input processing approach. Foreign Language Annals, 37(2), 200–208. https://doi.org/10.1111/j.1944-9720.2004.tb02193
Bonwell, C. C., & Eison, J. A. (1991). Active Learning: Creating Excitement in the Classroom. ASHE-ERIC Higher Education Report No. 1. George Washington University Clearinghouse on High Education.
Burston, J. (2005). Theoretical foundations of crossword puzzle usage in foreign language vocabulary acquisition [Conference paper]. UNTELE 2005. Academia. Retrieved, from https://www.researchgate.net/publication/259442149_Theoretical_foundations_of_crossword_puzzle_usage_in_foreign_language_vocabulary_acquisition
Childers, C. D. (1996). Using crossword puzzles as an aid to studying sociological concepts. Teaching Sociology, 24(2), 231–235.
Cronbach, L., & Shevelson, R. (2004). My current thoughts on coefficient alpha and successor procedures. Journal of Educational Psychological Measurement, 64(3), 391–418.
Davis, T. M., Shepherd, B., & Zwiefelhofer, T. (2009). Reviewing for exams: Do crossword puzzles help in the success of student learning? The Journal of Effective Teaching, 9(3), 4–10.
Derer, Ö. K., & Berkant, H. G. (2019). The effect of puzzle-based learning on secondary school students’ attitudes and their self-efficacy beliefs in English lesson. Journal of Theoretical Educational Science, 13(1), 205–231. http://dx.doi.org/10.30831/akukeg.56479
Encyclopaedia Britannica. (2022). Crossword puzzle. Britannica Online Encyclopaedia. Encyclopaedia Britannica. Retrieved July 27, 2023, from https://www.britannica.com/topic/crossword-puzzle
Franklin, S., Peat, M., & Lewis, A. (2003). Non-traditional interventions to stimulate discussion: The use of games and puzzles. Journal of Biological Education, 37(2), 79–84.
Gairns, R., & Redman, S. (1999). Working with words: A guide to teaching and learning vocabulary. Cambridge University Press.
Hadi, H. R., & Guo, X. (2020). A survey of beliefs and vocabulary learning strategies adopted by EFL learners at Shaikh Zayed University. Cogent Education, 7, 1–22.
Howland, J. L., Jonassen, D. H., & Marra, R. M. (2012). Meaningful learning with technology. 4th ed. Pearson.
Hudson, T. (2007). Teaching second language reading. Oxford University Press.
Ibrahim, E. H. E., Sarudin, I., & Muhamad, A. J. (2016). The relationship between vocabulary size and reading comprehension of ESL learners. English Language Teaching, 9(2), 116–123. http://dx.doi.org/10.5539/elt.v9n2p116
Keshta, A. S., & Al-Faleet, F. K. (2013). The effectiveness of using puzzles in developing Palestinian tenth graders' vocabulary achievement and retention. Humanities and Social Sciences, 1(1), 46–57. https://doi.org/10.11648/j.hss.20130101.16
King, K. B. (2010). The writing template book: The Michigan guide to writing well and success on high-stakes tests. The University of Michigan Press.
Lestari, N., & Yulia, Y. (2018). The use of crossword puzzle to improve vocabulary mastery of the fifth grade students of SD N GOLO. JELLT, 2(2), 71–79. https://doi.org/10.36597/jellt.v2i2.3275
Lewis, M. (1993). The lexical approach. in N. Schmitt & M. McCarthy (Eds). Vocabulary: description, acquisition and pedagogy. Cambridge University Press.
Lipscomb, L., Swanson, J., & West, A. (2004). Scaffolding. In M. Orey (Ed.). Emerging perspectives on learning, teaching, and technology.
Liu, N., & Nation, I. S. P. (1985). Factors affecting guessing vocabulary in context. RELC Journal, 16(1), 33–42. https://doi.org/10.1177/00336882850160010.
Mayer, R. E. (2002). Rote versus meaningful learning. Theory into Practice, 41(4), 226–232. https://doi.org/10.1207/s15430421tip4104_4
Merkel, W. (2016). The potential of crossword puzzles in aiding English language learners. TESOL Journal, 7(4), 898–920. https://doi.org/10.1002/tesj.252
Merrick, K. E. (2010). An empirical evaluation of puzzle-based learning as an interest approach for teaching introductory computer science. IEEE Transactions on Education, 53(4), 677–680.
Michalewicz, Z., & Michalewicz, M. (2008). Puzzle-based learning: An introduction to critical thinking, mathematics and problem solving. Teaching Mathematics and Computer Science, 6(2), 415–420.
Ministry of Education. (2018). Curriculum guidelines of 12-year basic education for elementary school, junior high and general senior high schools: subject of English in the domain of language. Ministry of Education.
Mollica, A. (2008). Recreational linguistics: Crossword puzzles and second-language teaching. Mosaic, 10(3), 15–23.
Nam, J. (2010). Linking research and practice: Effective strategies for teaching vocabulary in the ESL classroom. TESL Canada Journal, 28(1), 127–135.
National Institute of Child Health and Human Development [NICHD]. (2000). A closer look at the five essential components of effective reading instruction: A review of scientifically based reading research for teachers. Learning Point Associates.
Nation, P., & Newton, J. (1997). Teaching vocabulary. In J. Coady & T. Huckin (Eds.). Second language vocabulary acquisition (pp. 238–254). Cambridge University Press.
Nation, P., & Waring, R. (1997). Vocabulary size, text coverage and word lists. In N. Schmitt & M. McCarthy (Eds). Vocabulary: description, acquisition and pedagogy (pp. 6–19). Cambridge University Press.
Njoroge, M. C., Ndung’u, R. W., & Gathigia, M. G. (2013). The use of crossword puzzles as a vocabulary learning strategy: A case of English as a second language in Kenyan secondary schools. International Journal of Current Research, 5(2), 313–321.
Orawiwatnakul, W. (2011). Impacts of vocabulary acquisition techniques instruction on students’ learning. College of Teaching and Learning, 8(1), 47–53
Orawiwatnakul, W. (2013). Crossword puzzles as a learning tool for vocabulary development. Electronic Journal of Research in Educational Psychology, 11(2), 413–428. http://dx.doi.org/10.14204/ejrep.30.12186
Puspita, N., & Sabiqoh, N. (2017). Teaching vocabulary by using crossword puzzle. English Education: Journal Tadris Bahasa Inggris, 10(2), 308–325.
Raphel, A. (2020). Crosswords have always been a solace in times of trouble. Time. Retrieved July 29, 2023, from https://time.com/5811396/crossword-history/
Richards, J. C., & Renandya, W. A. (Eds.). (2002). Methodology in language teaching: an anthology of current practice. Cambridge University Press.
Ryan, A. (1997). Learning the orthographical form of L2 vocabulary — A receptive and a productive process. In N. Schmitt & M. McCarthy (Eds). Vocabulary: description, acquisition and pedagogy (pp. 181–198). Cambridge University Press.
Schmitt, N., & McCarthy, M. (Eds). (1997). Vocabulary: Description, acquisition and pedagogy. Cambridge University Press.
Slavin, R, E. (2003). Educational psychology: Theory and practice. Pearson Education.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Weisskirch, R. (2006). An analysis of instructor-created crossword puzzles for student review. College Teaching, 54(1), 198–201. https://doi.org/10.3200/CTCH.54.1.198-201
Wilkins, D. A. (1985). Linguistics in language teaching. Edward Arnold.
Wood, D., Bruner, J., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Child Psychiatry, 17, 89−100.
Yam News. (2023). eNews Network. Taiwan.
Yunianta, A., Yusof, N., Othman, M. S., & Octaviani, D. (2012). Analysis and categorization of e-learning activities based on meaningful learning characteristics. World Academy of Science, Engineering and Technology International Journal of Educational and Pedagogical Sciences, 69, 811–816.