Leveraging Conceptual Metaphors to Boost English Vocabulary Learning Among College Students

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).