Creating the Conditions for Vocabulary Learning with Wordwall

Developing vocabulary knowledge is key to effective language learning (Webb and Nation, 2017). In the early stages of learning a language, mastering some essential words can help learners engage in basic communication, which can motivate them to continue to study. At advanced stages, having a command of technical and academic words can provide them with access to various domains and discourses. However, learners can struggle to retain new vocabulary—much to the frustration of teachers and the students themselves (Nation, 2021). Webb and Nation (2017) propose that certain conditions are needed for vocabulary learning to occur. These include deliberate attention, repetition, retrieval, noticing, elaboration and use in varied encounters. Teachers must not only organise activities that “maximise the occurrence” of these conditions (Webb and Nation, 2017: 61), but also help students develop vocabulary learning strategies so they can master vocabulary independently.

Decontextualised vocabulary learning activities, such as the use of word cards, word searches and matching games, can be useful in vocabulary teaching and independent study (see Nation, 2021, for ways to use word cards effectively). Importantly, these activities focus on specific aspects of word knowledge, especially form and meaning (Thornbury, 2002), and usually neglect use. Yet, activities that focus on decontextualised vocabulary learning have their place within a well-balanced language curriculum (Nation, 2021). Furthermore, students can be taught how to use these activities for independent learning.

Digital tools are now available that can help teachers and learners create decontextualised vocabulary learning activities. Some of these tools are only available on phones and tablets (e.g. Bitsboards) (Moorhouse, 2019), which limits their utility. However, the web-based digital tool, Wordwall (https://wordwall.net) stands out for its ease of use, versatility and diverse selection of activities. This technology review provides an overview of Wordwall and describes how language teachers can use it with their language learners to create the conditions for vocabulary learning.

Overview

Wordwall was created in 2008 by a secondary school English teacher from the UK. At first, Wordwall was a platform for making digital word cards, an alternative to physical word cards (Wordwall.net, 2022). Since then, Wordwall has added more features to help teachers create, modify and share teaching resources easily (Wordwall.net, 2022).

Wordwall can be used to create both digital interactive and printable activities (the latter available only in the paid versions). Because it is web-based, it can be used on internet-enabled devices. The ability to print out activities means that teachers in low-resource contexts can develop activities that their students can complete without a device. The digital interactive activities are particularly engaging, as they employ game formats. Students can compete against each other and themselves to improve their accuracy and speed. The activities can be played with the whole class using an interactive whiteboard or class computer or group or individual tablet computers. Links to the activities can be placed on a learning management system for students to access for independent study.

Teachers can select from a wide range of templates to create tailor-made resources focusing on specific aspects of word knowledge (see Figure 1 for a selection of the templates available). They can easily select images with the built-in image search tool.

Figure 1.

Templates available on Wordwall.

Most of the templates focus on the processes of identifying, selecting, matching or spelling. Templates including “Match up”, “Find the match”, “Matching pairs” and “Open the box” can be used to create matching activities. Teachers can input their target vocabulary and a corresponding translation, definition, synonym, antonym, word family or image. Students can then be tasked with finding the match for each word (see Figures 2 and 3 for examples). “Labelling diagram” allows teachers to upload an image so that students can label it with the correct word (see Figure 4). “Anagram” and “Wordsearch” focus on identifying and spelling words. “Missing word” allows teachers to create cloze activities, and “True and false” can expose students to words used or formed correctly or incorrectly. A really useful feature is “switch template”. Once a template has been created for a vocabulary set, this function can be used to instantly employ the words in a new activity (see Figure 5). Other templates are also available.

Figure 2.

Example of “Match up” activity.

Figure 3.

Example of “Find the match” activity.

Figure 4.

Example of “Labelling diagram” activity.

Figure 5.

Example of “switch template” function.

It is very easy to create content on Wordwall (see Appendix 1 for a step-by-step guide to constructing your first activity on Wordwall). In the classroom, Wordwall can be integrated into vocabulary lessons. After teachers have introduced students to new vocabulary, they can use Wordwall activities to help students connect forms of words with their meanings. For example, they could create a “Match up” activity, in which students need to match a photo to each word. They can invite students to take turns playing the activity on the classroom computer. If the students have their own devices, the teacher can use the “set assignment” function (see Appendix 1, step 7) to assign the activity to them to play individually or in groups. After the lesson, the teacher can use the “switch template” function to create different activities for the same word list for students to complete out of class. This provides additional practice, an essential aspect of vocabulary learning (Thornbury, 2002). The activities are self-marking so students will be able to see how they performed. The “set assignment” function is particularly helpful because it generates student performance analytics that teachers can review and use to tailor their teaching.

Creating the Conditions for Vocabulary Learning with Wordwall

Wordwall can help teachers create the conditions for vocabulary learning. Its templates allow teachers to create a variety of activities focused on specific aspects of vocabulary knowledge (deliberate attention). These activities, which can be played multiple times in and outside of the classroom, provide repeated exposure to the target vocabulary (repetition/retrieval). Teachers can create activities in which students match target vocabulary with translations, definitions, synonyms, antonyms, word families or images. Such activities provide opportunities for students to notice the meaning of a word and/or its relationship with other words (noticing/elaboration). The “Missing word” and “True and false” templates allow teachers to provide words in new forms or contexts (varied encounters).

Any decontextualised learning activity can only go so far in helping students learn vocabulary (Webb and Nation, 2017). Therefore, Wordwall must be used within a well-balanced curriculum that provides opportunities for meaning-focused input and output integrating the four skills (listening, speaking, reading and writing) (Nation, 2021). A limitation of Wordwall is that it focuses on the written form of words and does not allow for audio-recorded oral prompts or responses. Teachers will need to use other digital tools to create activities to support students’ learning of receptive and productive oral forms of words (e.g. Kahoot!) (see Kohnke and Moorhouse, 2021, for a review of Kahoot!).

Conclusion

Wordwall is a useful and versatile digital tool for creating vocabulary teaching and learning activities that can be easily integrated into in-person or remote language classes. It has activity templates that can be useful for speaking, reading and grammar lessons as well. For example, teachers can use “Random wheel” to create questions or prompts for students to respond to, “Gameshow quiz” to create reading comprehension questions for students to answer and “Missing words” to create multiple choice gap-fill activities. We encourage teachers to try out the different activity templates and consider their utility in different areas of their teaching.

The variety of activities available means that Wordwall can be used with learners of any age or proficiency. However, we think it would be particularly useful for younger learners and beginner-to-intermediate language learners. Students can be taught how to create their own activities for independent study.

Wordwall supports a growing number of languages (Wordwall.net, 2022). It is available in basic (free) and Standard and Pro price plans, as well as various school plans (visit https://wordwall.net/price-plans for details). The basic version limits the user to five interactive activities, but these five activities can be changed. Paid plans provide additional activity templates and the ability to print out activities. For ready-made activities created and shared by teachers, visit https://wordwall.net/community. There are many instructional videos on YouTube that provide ideas for teaching with Wordwall (e.g. https://www.youtube.com/channel/UCKjOFIFE0q71IJ4GFx4brng).

Supplemental Material

sj-docx-1-rel-10.1177_00336882221092796 - Supplemental material for Creating the Conditions for Vocabulary Learning with Wordwall

Supplemental material, sj-docx-1-rel-10.1177_00336882221092796 for Creating the Conditions for Vocabulary Learning with Wordwall by Benjamin Luke Moorhouse and Lucas Kohnke in RELC Journal