English learners’ beliefs about L2 speaking fluency: Insights from elicited metaphor analysis

Abstract Second language (L2) learners hold different learning beliefs that influence their interpretation of classroom experiences and their L2 learning process. Developing a thorough understanding of such beliefs is therefore imperative. This article reports the representations of Iranian English‐as‐a‐foreign‐language (EFL) learners’ beliefs about L2 speaking fluency as revealed by elicited metaphors and follow‐up interviews. A group of 24 Iranian EFL learners majoring in teaching English as a foreign language were asked to conceptualize L2 speaking fluency through metaphor. Learners’ metaphorical representations were examined using metaphor analysis and organized into eight metaphor themes through thematic analysis. The findings suggest that metaphor is a suitable tool for gaining insight into learners’ beliefs about L2 speaking fluency and capturing its complex, multifaceted nature. Various aspects were conceptualized, which revealed that learners had a deep understanding of L2 speaking fluency and could represent its multifaceted nature in the learning process. Additionally, this research sheds light on contextual factors that might contribute to learners’ beliefs. The findings fill a gap in research concerning EFL learners’ beliefs about L2 speaking fluency and have useful implications for L2 teachers, learners, and researchers.