From students’ and teachers’ perspectives: Metaphor analysis of beliefs about EFL teachers’ roles

The paper reports on a study about how a group of Chinese university teachers and two groups of their English major students used personal ‘teacher’ metaphors via a metaphor prompt “An English teacher is…because…” to represent their beliefs relating to EFL teachers’ roles. Data sources also included follow-up individual interviews. The primary aims of the study were (a) to examine the effects of metaphor analysis concerning beliefs about classroom teachers’ roles between teachers and students, including comparing accounts by students at different levels of English proficiency and (b) to establish whether the use of metaphor analysis involving teachers and students with a degree of interaction between them leads to behavioural change, particularly change in teaching practices. The results identified mismatches regarding the interpretations of the teachers’ roles both between students and teachers and between student groups at different levels of English proficiency. Metaphor functioned as a powerful cognitive tool in gaining insight into students’ and teachers’ beliefs. Also, engaging in an interaction involving ‘teacher’ metaphors between students and teachers worked reasonably well in resolving the belief conflicts across the two groups and led to willingness for changes in teaching practice by most teachers.

►The study examined beliefs about classroom teachers’ roles via metaphor analysis. ►Metaphor analysis can be an effective way to elicit beliefs. ►The results identified mismatches between students’ and teachers’ beliefs. ►Reading students’ ‘teacher’ metaphors made staff think how to improve their teaching.