Impact of Conceptual Metaphors on Iranian Intermediate EFL Learners’ Perceptions: A Mixed Methods Investigation
محورهای موضوعی : آموزش زبان انگلیسی
Javad Khodadoust
1
,
Hossein Siahpoosh
2
,
Mehran Davarbina
3
1 - PhD candidate, Department of English Language, Ard.C., Islamic Azad University, Ardabil, Iran
2 - Assistant professor, Department of English Language, Ard.C., Islamic Azad University, Ardabil, Iran
3 - Assistant professor, Department of English Language, Ard.C., Islamic Azad University, Ardabil, Iran
کلید واژه: conceptual metaphors, Iranian EFL learners, learner perception, metaphor-based instruction, multimodal instruction,
چکیده مقاله :
According to conceptual metaphor theory, metaphors create what learners perceive as abstract phenomena like English learning and shape their motivation, emotional involvement, and self-concept. Despite growing interest in metaphor-informed instruction, limited studies have explored how EFL learners’ conceptual metaphors change with targeted interventions. This study investigated how Iranian intermediate EFL learners make sense of English learning using conceptual metaphors and whether metaphor instruction influences the recasting of these ideas. Using a sequential exploratory mixed methods design, the research began with a qualitative stage where thirty students were interviewed and asked to participate in metaphor elicitation activities. During the subsequent quantitative phase, 384 students completed a metaphor-awareness survey both prior to and following a five-week multimodal (visual, gestural, spatial, and digital) metaphor-informed teaching intervention intended to reframe limiting metaphors and support learner engagement. Common metaphors such as "learning is a journey," "grammar is a trap," and "language is a wall" reflected patterns of anxiety, low self-efficacy, and demotivation. Statistical analysis evidenced a significant change in metaphorical framing, as learners adopted more useful metaphors (e.g., from "grammar as a trap" to "grammar as a puzzle"). These findings suggest that metaphor-instructed learning, especially when delivered through multimodal presentation, can potentially increase learners' emotional and cognitive engagement in English. Pedagogically, teachers can integrate metaphor-sensitivity exercises to foster motivation, reduce anxiety, and facilitate intangible material. The study highlights the pedagogical value of introducing conceptual metaphors in EFL teacher training and curriculum design to guide more learner-centered and effectively responsive instruction.
According to conceptual metaphor theory, metaphors create what learners perceive as abstract phenomena like English learning and shape their motivation, emotional involvement, and self-concept. Despite growing interest in metaphor-informed instruction, limited studies have explored how EFL learners’ conceptual metaphors change with targeted interventions. This study investigated how Iranian intermediate EFL learners make sense of English learning using conceptual metaphors and whether metaphor instruction influences the recasting of these ideas. Using a sequential exploratory mixed methods design, the research began with a qualitative stage where thirty students were interviewed and asked to participate in metaphor elicitation activities. During the subsequent quantitative phase, 384 students completed a metaphor-awareness survey both prior to and following a five-week multimodal (visual, gestural, spatial, and digital) metaphor-informed teaching intervention intended to reframe limiting metaphors and support learner engagement. Common metaphors such as "learning is a journey," "grammar is a trap," and "language is a wall" reflected patterns of anxiety, low self-efficacy, and demotivation. Statistical analysis evidenced a significant change in metaphorical framing, as learners adopted more useful metaphors (e.g., from "grammar as a trap" to "grammar as a puzzle"). These findings suggest that metaphor-instructed learning, especially when delivered through multimodal presentation, can potentially increase learners' emotional and cognitive engagement in English. Pedagogically, teachers can integrate metaphor-sensitivity exercises to foster motivation, reduce anxiety, and facilitate intangible material. The study highlights the pedagogical value of introducing conceptual metaphors in EFL teacher training and curriculum design to guide more learner-centered and effectively responsive instruction.
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