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Abstract
This study examines the metaphors employed by young adults to comprehend video games. A phenomenological technique was employed to solicit metaphors and their justifications from 498 learners via a validated questionnaire. The responses were analyzed by adopting content analysis to reveal conceptual categories and subcategories. The results indicated that English as a Foreign Language (EFL) learners mostly utilized abstract metaphors, such as "Life" and "Existence”, which embody themes of human development and self-awareness. Whereas Turkish as a Foreign Language (TFL) learners preferred particular and context-specific metaphors of certain video games, such as "Digital World" and "Nest," highlighting the technical, engaging aspects of gaming. Differences were attributed to language and cultural specificity, with EFL learners favoring globalized, abstract metaphors, whereas TFL learners adopt Turkish cultural narratives and historical values in their metaphorical constructions. These findings present the potential of video games as instruments for improving language learning by addressing cultural and linguistic idiosyncrasies. The research highlights that metaphorical thinking can influence language learners' experiences and provide insights for foreign language educators and game developers in customizing foreign language learning settings. Future investigations are recommended to corroborate these findings with larger and more heterogeneous populations, expanding the practice of metaphorical thinking to different age groups and proficiency levels in both languages.
