What does institutional accreditation mean to them?: Metaphorical conceptualizations of the tertiary level EFL learners and instructors

OpenAlex İngilizce

This study explores how English as a Foreign Language (EFL) learners and instructors conceptualize institutional accreditation through metaphorical expressions in a Turkish tertiary education context. Using Lakoff and Johnson’s Conceptual Metaphor Framework, this research investigates stakeholder perceptions of quality assurance mechanisms in language education. The study was conducted at the School of Foreign Languages of an accredited state university in Türkiye involving 70 participants (58 EFL learners and 12 instructors). Data were collected through a discourse-completion task where participants completed the statement “Accreditation is like... because...” The responses were analysed thematically to identify dominant metaphorical patterns. The analysis revealed five major themes: Quality Assurance (24.3%), emphasizing trust and standardization through metaphors like “warranty” and “seal of approval”; Guidance (20%), portraying accreditation as a navigational tool with metaphors such as “compass” and “GPS”; Improvement (21.4%), depicting accreditation as a growth mechanism using metaphors like “a trainer”; Stress/Challenge (18.6%), capturing emotional burdens through metaphors such as “doctor’s appointment”; and Critique/Limitations (14.3%), questioning efficacy through metaphors like “social media filter.” The findings reveal that stakeholders simultaneously value accreditation for ensuring quality and fostering improvement, yet critique it for bureaucratic demands and potential superficiality. This research contributes to understanding quality assurance mechanisms in educational contexts, providing insights for developing more effective and stakeholder-responsive accreditation processes in language education.