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Abstract
Students' perceptions about foreign languages affect their learning by shaping their goals and motivations. These perceptions can also influence students' learning strategies. Students with negative perceptions tend to use less effective learning strategies, which can increase anxiety and adversely affect their learning. On the other hand, positive perceptions of foreign languages facilitate language learning and contribute to a progressive and continuous improvement of the process. In addition, considering that foreign languages serve as an important bridge for communicating with the world and keeping up with technological and scientific developments, it is crucial to determine the perceptions of students learning foreign languages towards those languages. Therefore, this study aims to investigate the factors that affect EFL students' metaphoric perceptions of English lessons. Metaphors are considered as effective tools in explaining and uncovering assumptions related to specific concepts. In the broader context, this research was carried out with 6th and 7th grades from three different secondary schools in the Şehit Kamil district of Gaziantep province. The study employed a qualitative research method known as phenomenology design. Focus group interviews were conducted to gather the data. The qualitative data obtained from the interviews were analyzed using content analysis. The study yielded that the students perceive English lessons as a language concept, often comparing English lessons to Turkish lessons. The study also showed that the students provided different reasons for their metaphoric perception of English lessons. This study would contribute to teachers and researchers at stages such as determining students' perspectives on foreign languages before the learning-teaching process, preparing foreign language education programs in the country, determining language policy, and preparing and planning materials.
