Abstract
Purpose: The main objective of the study is to help Cambridge IGCSE students to develop their acquisition abilities as well as linguistic knowledge of figurative language to figure out the context-dependent meaning.
 Approach/Methodology/Design: This is a type of qualitative study on how Cambridge IGCSE students can develop their analytical thinking skills to understand figurative language through using context clues theory in order to figure out the meanings of idioms and expressions used by authors.
 Findings: A lot of progress in the use of figurative language was noticed. At the end of the course, students’ megacognitive skills highly improved and turned the students optimistic, after being frustrated at the beginning, to achieve the IGCSE Exams confidently. The study points out the necessity of teaching this type of language since students may encounter it in the Cambridge IGCSE Exams. It also focuses remarkably on the difference between literal and nonliteral language, and since these two are related to semantics and pragmatics, the scope of the study extended to cover the difference between the two.
 Practical Implications: Through TBD, periodicals help college students develop their listening and writing skills, raise awareness on problematic language areas, and avoid biases in analyzing texts. 
 Originality/value: Through designing some sample lessons, the study tries to assist teachers to get immensely engaged in teaching different aspects of figurative language and how to approach teaching it.
Highlights
IGCSE students of Cambridge Schools are required to deal with two papers in the exam, namely paper 1 which is related to reading and paper 2 which goes to writing
When we study the relationship between language and meaning, we really study the difference between what traditionally called semantics and pragmatics
It has been found that figurative language is powerful and hugely used whether by authors or people in their daily conversations because it allows both writers and speakers to go beyond the literal meaning
Summary
IGCSE students of Cambridge Schools are required to deal with two papers in the exam, namely paper 1 which is related to reading and paper 2 which goes to writing. When students do the reading task, they must figure out and analyse the literary devices alongside the type of language used by the writer, whereas in doing paper 2 (writing), students must consider and take on board these literary devices. Since these students were not native speakers and learning English as a first language according to the IGCSE program/curriculum, they were expected to face difficulties related to their analytical thinking and writing skills. This study was designed and devoted to assist IGCSE students following the procedure below:
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