Metaphorical conceptualizations of generative artificial intelligence use by Chinese university EFL learners

Abstract

The unveiling of ChatGPT 4o by OpenAI, a multimodal large language model powered by Generative Artificial Intelligence (GenAI), has injected interest and incited debate throughout the echelon of education institutions regarding its prospective benefits and drawbacks. Nonetheless, investigations into the learners’ perceptions of GenAI use in learning English as a Foreign Language (EFL) remain markedly insufficient. The study adopts an explorative stance and aims to explore the attitudes and perceptions of Chinese EFL learners toward GenAI use in language learning through the application of metaphor analysis. Data were collected from 281 EFL students of varying majors in four key universities across China by completing a sentence using metaphors to elicit their attitudes and perceptions toward GenAI use in language learning. Through qualitative analysis of metaphorical constructs, including HUMANS, TOOL/MACHINE, BRAIN, RESOURCES, FOOD/DRINK, and MEDICINE metaphors, the study unveils a spectrum of attitudes toward GenAI. While some language learners perceived GenAI as supportive, helpful, and intelligent, others expressed concerns about over-reliance and potential loss of critical thinking skills. The findings underscore the importance of considering learners’ diverse attitudes and beliefs toward GenAI use and application in language learning pedagogy. The implications of these findings for the future integration of GenAI in language education are discussed, complemented by recommendations for further research and pedagogical practice.