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The Korean Association for the Study of English Language and Linguistics
[ Article ]
Korea Journal of English Language and Linguistics - Vol. 25, No. 0, pp.580-597
ISSN: 1598-1398 (Print) 2586-7474 (Online)
Print publication date 31 Jan 2025
Received 10 Apr 2025 Revised 18 Apr 2025 Accepted 27 Apr 2025
DOI: https://doi.org/10.15738/kjell.25..202504.580

Metaphorical Representation of English Program in Korea (EPIK): Insight from New Native English-Speaking Teachers

Hyoshin Lee
Professor, Department of English Language & Culture Konkuk University Glocal Campus 268 Chungwon-daero, Chungju-si, Chungcheongbuk-do, Republic of Korea, Tel: 043-840-3408 hslee2012@kku.ac.kr


© 2025 KASELL All rights reserved
This is an open-access article distributed under the terms of the Creative Commons License, which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

This study aims to identify how the newly recruited Native English-Speaking Teachers (NESTs) perceive and conceptualize the Education Program in Korea (EPIK) through an analysis of the metaphors they responded with. Data was collected during the EPIK orientation, which included both online and in-person sessions. A total of 250 participants responded to a written questionnaire featuring open-ended prompts designed to elicit metaphorical descriptions of their experiences. Responses were manually transcribed and analyzed using a hybrid approach that combined traditional qualitative methods with Perplexity, one of AI-supported tools. This enabled the identification and categorization of recurring metaphors into six themes: Opportunity & New Beginnings, Support System & Community, Journey & Adventure, Learning & Growth, Challenge & Transformation, and Unpredictability & Surprise. These themes reveal NESTs’ dual roles as cultural mediators and institutional actors, navigating opportunities for growth alongside systemic challenges such as emotional unpreparedness and hierarchical workplace dynamics. The study highlights EPIK’s transformative potential as a platform for global citizenship while advocating for reforms to address gaps in teacher support and equity. Future research should explore longitudinal changes in metaphorical narratives and conduct comparative analyses with similar programs to enhance teacher retention and satisfaction.

Keywords:

metaphor analysis, native English-speaking teachers, EPIK program

Acknowledgments

This paper was supported by Konkuk University in 2022.

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