Volume 5, Issue 3 (September 2026)
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Khodadoust J, Siahpoosh H, Davarbina M. (2026). Metaphorical Conceptions and Grammatical Gains: A Mixed-Methods Study on Iranian EFL Learners’ Understanding of Language Learning and Idioms. IJER. 5(3),
URL: http://ijer.hormozgan.ac.ir/article-1-408-en.html
URL: http://ijer.hormozgan.ac.ir/article-1-408-en.html
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 ,h.siahpoosh@iau.ac.ir
3- Assistant Professor, 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
Abstract: (3 Views)
Objective: This research looks at the metaphorical conceptualization of language acquisition by Iranian EFL students and assesses the effect of instructional based on conceptual metaphors on their grammatical knowledge of idioms. The research is grounded in Conceptual Metaphor Theory, which posits that abstract linguistic knowledge is structured through embodied, metaphorical thought.
Methods: The study had two phases using a sequential mixed-methods approach. To reveal major metaphorical patterns, the qualitative phase included metaphor elicitation activities, semi-structured interviews, and focus groups with 30 intermediate EFL students. In the quantitative phase, 384 students were randomly divided into an experimental group (n = 196) receiving five weeks of metaphor-based, multimodal idiom instruction and a control group (n = 188 receiving traditional instruction. Pre- and post-tests evaluated idiomatic grammatical knowledge; paired and independent t-tests examined data.
Results :Qualitative results showed five main metaphorical ideas: learning is a trip; grammar is a puzzle or machine; writing is construction; instructor is guide; and learning is emotionally charged. With a mean gain of 4.85 and a p value of less than .000, the experimental group showed a noticeable improvement in idiomatic syntax; the control group showed little gain (mean gain = 0.36, p = .001). Between-group analyses validated the better of metaphor-based instruction.
Conclusions: By linking abstract language with embodied experience, conceptual metaphor-based instruction greatly improves pupils' idiomatic grammatical ability. The study emphasizes the need of including metaphorical pedagogy into English as a foreign language settings to promote more thorough knowledge, memory, and learner involvement.
Methods: The study had two phases using a sequential mixed-methods approach. To reveal major metaphorical patterns, the qualitative phase included metaphor elicitation activities, semi-structured interviews, and focus groups with 30 intermediate EFL students. In the quantitative phase, 384 students were randomly divided into an experimental group (n = 196) receiving five weeks of metaphor-based, multimodal idiom instruction and a control group (n = 188 receiving traditional instruction. Pre- and post-tests evaluated idiomatic grammatical knowledge; paired and independent t-tests examined data.
Results :Qualitative results showed five main metaphorical ideas: learning is a trip; grammar is a puzzle or machine; writing is construction; instructor is guide; and learning is emotionally charged. With a mean gain of 4.85 and a p value of less than .000, the experimental group showed a noticeable improvement in idiomatic syntax; the control group showed little gain (mean gain = 0.36, p = .001). Between-group analyses validated the better of metaphor-based instruction.
Conclusions: By linking abstract language with embodied experience, conceptual metaphor-based instruction greatly improves pupils' idiomatic grammatical ability. The study emphasizes the need of including metaphorical pedagogy into English as a foreign language settings to promote more thorough knowledge, memory, and learner involvement.
Type of Study: Original |
Subject:
Educational Studies
Received: 2025/05/29 | Accepted: 2025/09/28 | Published: 2026/09/1
Received: 2025/05/29 | Accepted: 2025/09/28 | Published: 2026/09/1
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