Vocabulary learning is one of the most significant challenges that EFL learners face. Traditional vocabulary teaching methods have been used for a long time, but they have clear limitations. These methods often introduce learners to word meanings only once and focus more on spelling than on actual usage, which makes it difficult for learners to remember and use new words effectively. Both learners and teachers face challenges in this area. Learners, especially those who grew up in the digital age, find traditional vocabulary learning unengaging. Teachers also often lack the training and knowledge needed to teach vocabulary in more effective ways. Because of these challenges, this study explores the use of Conceptual Metaphor Theory (CMT) as an approach to vocabulary learning. CMT is a cognitive theory that helps learners understand abstract words by connecting them to concepts they already know. Many researchers have shown that CMT works effectively for teaching different types of vocabulary, including phrasal verbs and idioms. However, learners’ attitudes toward this approach have received little attention, particularly in the Kurdish EFL context. Therefore, this study aims to investigate the attitudes and experiences of intermediate EFL learners towards CMT as a vocabulary teaching method at Soran University.
