Students’ Experiences in Learning Descriptive Writing Through an Interactive Word-Puzzle Web: a Qualitative Study on Seventh Graders

Abstract

Writing is one of the most challenging language skills for EFL learners because it requires students to organize ideas, apply appropriate grammar, and use sufficient vocabulary simultaneously. Many seventh-grade students at a private Islamic boarding school in Ciamis experienced difficulties in writing descriptive texts due to limited vocabulary and low engagement during conventional instruction. This study aimed to describe students' experiences in learning descriptive writing through a word puzzle-based interactive web platform and to identify their responses toward its use. A descriptive qualitative design with a case study approach was employed, with data collected through participant observation, semi-structured interviews with four students, and documentation of students' descriptive writing. The data were analyzed thematically through data reduction, data display, and conclusion drawing and verification, with triangulation applied across the three data sources. The findings revealed that students generally experienced the learning process positively, though this coexisted with vocabulary- and grammar-related difficulties for some participants. All four participants found the platform useful and preferred it over conventional instruction, suggesting that perceived usefulness and enjoyment outweighed the challenges encountered. These findings indicate that an interactive word-puzzle web platform can support descriptive writing instruction by creating a more engaging learning environment for seventh-grade EFL students.