Slide 5
Slide 5 text
1. Since the positive effect of metacognitive awareness on language learners' achievement is confirmed in many studies in
the literature (Boekaerts, Pintrich, & Zeidner, 2000; Bolitho et al., 2003; Eilam & Aharon, 2003; Salehi & Farzad ,2003;
Mokhtari & Reichard, 2002; Victori & Lockhart, 1995; Zimmerman & Schunk, 2001; Purpura, 1997, 1998; Ajideh &
Nourdad ,2012; Hessamy & Ghaderi, 2014; Levi ,2016; Bahadori Nejad ;2018,Minakova, 2020), investigating the
potential effect of DA on metacognitive awareness of language learners is of significant importance which has not been
explored adequately in the literature of English language learning in general and Iranian EFL settings in particular.
2. Concerning the fact that DA is grounded in the cognitive developmental theory of Vygotsky (1978), its level of
effectiveness on metacognitive awareness of the participants could be age-dependent. The only study on the effect of DA
on metacognitive awareness for reading strategies of the Iranian EFL learners in the literature was performed by Birjandi
et al. (2013) on teenage intermediate EFL learners. There was no study in the literature to investigate the effect of DA on
metacognitive awareness for reading strategies of adult EFL learners prior to this research.
3. With regard to the importance of IELTS preparation programs in Iranian EFL contexts, there is no study in the literature to
explore the effect of DA on IELTS students performance.
Gap in the literature