A multimodal investigation of EFL upper-intermediate learners’ conceptual metaphors of language learning with some psychological implications

Abstract Increased attention has been directed toward utilizing visual modes because linguistic cannot accurately depict L2 learners’ metaphorical conceptions of their language-acquisition experiences. The goal this study was to investigate the mental images that Saudi EFL students may have in mind while learning a foreign language. To end, both verbal and nonverbal were investigated. An experimental group 12 randomly selected. Both written responses drawn descriptions evaluated tap into representations language learning. multimodality-based analysis upper-intermediate metaphors demonstrated non-verbal had same perspectives on positive attitudes also revealed by extracted concepts. Most showed as an exciting uniquely personal experience. Few English awful