Impact of Technology-based Instruction on the Improvement of Iranian EFL Learners' Metaphorical Competence

Abstract

Metaphors play an important role in language learning. Previous research has shown that Iranian EFL learners often struggle with the use and comprehension of metaphors in English, which can hinder their overall language proficiency. In recent years, technology-based instruction has gained popularity in language learning, and many studies have investigated its effectiveness in improving learners' language skills. However, little attention has been paid to the impact of technology-based instruction on learners' metaphorical competence. The present study aims to fill this gap by investigating the impact of technology-based instruction on the improvement of Iranian EFL learners' metaphorical competence. For this purpose, a quasi-experimental design was employed, with two groups of participants: an experimental group (n=30) who received technology-based instruction on metaphors, and a control group (n=30) who received traditional instruction. Data were collected using a pre-test and a post-test, which measured participants' metaphorical competence and were analyzed using descriptive statistics and independent samples t-tests. The results demonstrated that the experimental group outperformed the control group in post-test scores, indicating that technology-based instruction was effective in improving Iranian EFL learners' metaphorical competence. Implications for language teaching and learning are discussed.