PHAKHAWADEE CHAISIRI (MASSEY UNIVERSITY)

LEARNER BELIEFS ABOUT LANGUAGE LEARNING: A METAPHOR ANALYSIS OF MULTILINGUAL LEARNERS IN THAILAND : EQUITY AND LEARNER DIVERSITY

Learner beliefs play a crucial role in either facilitating or hindering language learning. Understanding the beliefs learners bring to the learning process is an initial step in improving conditions for meaningful language acquisition. While there has been extensive research on learner beliefs, the contemporary beliefs about language learning in the post-COVID-19 era, particularly among Generation Z learners, remain limited. This study explored learner beliefs about language learning and their attitudes towards it through the elicited metaphor method. Data were collected from 555 multilingual learners in higher education in Thailand using a written prompt: “Learning a language is like … because …”. An analysis of 439 valid metaphors revealed that learners conceptualised language learning through nine conceptual themes, reflecting various aspects of the process, including progressive, dynamic, ongoing, unpredictable, challenging, indispensable, enjoyable, rewarding, and accumulative. Additionally, four themes emerged regarding learners’ attitudes towards the process, with most perceiving it positively and neutrally. The findings emphasise the importance of sustaining language learning motivation, creating engaging learning environments to enhance participation, and offering opportunities for reflection on past experiences—especially during the early stages of educational transitions—as crucial steps toward ensuring sustainable language education for multilingual learners.

Phakhawadee Chaisiri is a PhD candidate at the College of Humanities and Social Sciences, Massey University, New Zealand. Her research interests include applied linguistics, second language acquisition, Teaching English as a Foreign Language, multilingualism, and intercultural communication.