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Abstract
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Since teaching languages is a complicated field that incorporates social and personal issues, teachers' roles have been emphasized in teacher education literature (Mercer, 2016). Teachers' perceptions of themselves, as reflected in their professional identities (Pinho & Andrade, 2015) and metacognition (Jiang et al., 2016), really have a significant influence on students' learning and the evolution of teaching methods (Griffiths, 2013). This study's primary goal was to investigate the connection between the professional identities and metacognition of EFL teachers. The study's background is presented first in this chapter, and then the issue statement comes next. It is complemented with the importance and goal of the research. The research questions and hypotheses and the definition of key terms are presented afterwards.
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