An action research on e-mentoring: A supplemental tool for professional development of EFL teachers working at MNE schools

This paper reports on findings from an online action research project conducting e-mentoring on eight EFL teachers working at MNE schools in Turkey. The study may raise some interesting ideas about how EFL teachers working at MNE schools with locational disadvantages can enhance their FA strategies in the context professional development through the use of e-mentoring. These schools are situated in mostly locational disadvantaged areas. In this study, the author plays the role of researcher and mentor, i.e. he acts as an e-mentor with teachers online, conducts e-mentoring. He reports findings related to the impact of e-mentoring on EFL teachers working at MNE schools with locational disadvantages. EFL teachers who voluntarily work in collaboration with other teachers have improved their formative assessment strategies through e-mentoring support. This thesis also inquires how a professional development program can be designed and implemented online for EFL teachers in Turkey; using an action research perspective, reporting on the results, reflecting on the process, and developing a framework for future online EFL teacher professional development programs. This paper may reach the conclusions in the context of online collaborative platform regarding the support that MNE may provide in order for their EFL teachers? development to be more economic and effective.