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Leveraging Conceptual Metaphors to Boost English Vocabulary Learning Among College Students

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  • Yi Han

    (Universiti Malaysia Perlis, Malaysia)

  • Nazifah Hamidun

    (Universiti Malaysia Perlis, Malaysia)

  • Rozilawati Mahadi

    (Universiti Malaysia Perlis, Malaysia)

Abstract

This study investigates the effectiveness of Conceptual Metaphor Theory (CMT)-based instruction in enhancing vocabulary acquisition and learner interest among Chinese university students learning English as a Foreign Language (EFL). Using a quasi-experimental design, 73 undergraduates were divided into an experimental group (n = 37) receiving CMT-based instruction and a control group (n = 36) following traditional methods. Pre- and post-tests measured vocabulary gains, while questionnaires assessed learner interest. Results show that the experimental group significantly outperformed the control group in vocabulary acquisition (mean difference: 7.24 vs. 4.00 points; Cohen's d = 4.56) and learner interest (Cohen's d = -2.93 vs. -2.79). Statistical analyses confirmed the superiority of CMT-based instruction (vocabulary acquisition: t(71) = 3.43, p = .001; learner motivation: t(71) = -5.91, p < .001).

Suggested Citation

  • Yi Han & Nazifah Hamidun & Rozilawati Mahadi, 2025. "Leveraging Conceptual Metaphors to Boost English Vocabulary Learning Among College Students," International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), IGI Global, vol. 20(1), pages 1-14, January.
    • Handle: RePEc:igg:jwltt0:v:20:y:2025:i:1:p:1-14
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