This research examines the impact of using language-based puzzles in English as a Foreign Language (EFL) instruction for Iraqi preparatory school students. Its purpose is to determine if and how these puzzles can enhance oral and written communication more effectively than traditional instruction. Quasi-experimental design is applied and 90 first intermediate students in Al-Nidhal Secondary School for Boys, Kirkuk, Iraq are evenly distributed into experimental and control groups. The experimental group is taught with some language-related puzzles like crosswords, anagrams, jumbled sentences, and riddles, while the control group is taught with normal instruction. Pre- and post-communication tests are utilized to evaluate performance of both groups. The outcome shows that there are statistically significant differences in communicative competence of the experimental group, i.e., their vocabulary use and fluency. The statistical tool which have been utilized in the present study to analyze the collection that is T-test for Two Independent Samples to find out the significance between the two groups. The outcome verifies that language puzzle tasks are an effective pedagogical task to construct communicative competence in EFL environments. The study offers valuable recommendations for EFL instructors and researchers who would like to find practical solutions to induce learner motivation and language acquisition.