EFL learners’ metaphorical insights into multi-modal writing intervention

Abstract This study examines the metaphorical insights into a multi-modal writing intervention among EFL learners in an English Language Teaching program, using Conceptual Metaphor Theory from cultural linguistics as its theoretical framework. Adopting intervention-based explanatory mixed method design, the study aims to explain the multimodal writing intervention aimed at improving writing performance in descriptive, example, narrative, process, and opinion writing modes on the basis of the metaphors EFL learners provided. After intervention, 68 participants completed metaphor prompts designed to encourage imaginative engagement and reflection. For quantitative data, paired sample t test was followed, and the analysis yielded statistically significant improvements in students’ writing performance as a result of multi-modal writing intervention. On the other hand, qualitative data were analyzed using MAXQDA, uncovering a variety of metaphorical phrases that captured students’ cognitive and emotional relationships to writing. Key themes included personal connections, challenges, and aspirations tied to specific writing modes. Results demonstrated a notable shift in metaphor use, reflecting a transition toward more positive and constructive representations of their writing experiences. This evolution highlighted both enhanced technical skills and increased confidence because of the intervention. The findings suggest that addressing cognitive and emotional barriers, as reflected in metaphorical expressions, enables learners to achieve higher-quality writing. Overall, the study underscores the effectiveness of multi-modal writing interventions in fostering cognitive, psychological, and performance-based growth in EFL writing.