Teaching EFL Vocabulary through Analyzing the Structure of Words Coupled with Using Crossword Puzzles

In the EFL milieu, plenty of studies have reported the usefulness of some vocabulary-building techniques. Among them, teaching incorporating either the crossword or mnemonics has been widely implemented in various language settings. Empirical evidence supports the value of such a teaching method. Nonetheless, using both the devices in tandem deserves attention and further investigation. In the current research, two groups of EFL majors in a junior college in Taiwan were recruited to receive either traditional lecture-based instruction or teaching aided by both the crossword and mnemonics. Data analysis demonstrates significant inter-group differences in the learning outcome, favorable to the latter group, and the questionnaire responses exhibit the students’ approval of this experimental technique. The findings of the research mean more to EFL teaching in Taiwan, as Mandarin Chinese, the medium of instruction in schools, is by far different from English, making it more difficult to learn English as L2.