Abstract
Abstract Research-practice nexus has been an ideal for higher education. However, research mentoring has been underexplored in both formal and informal formats. This study aimed to examine the effects of one-year-long informal research mentoring conducted by an experienced EFL teacher educator for three teaching-focused EFL teachers from three different universities. It found that the informal research mentoring generated three positive effects. It fueled the mentees’ research interest, raised their awareness of self-discipline and stress-coping strategies, and kindled their enthusiasm for constructing a collegial environment in their working contexts. Meanwhile, limitations also emerged associated with the mentees’ limited research engagement and productivity owing to personal and contextual factors as well as the problems with the informal mentoring relationships. Implications of the study are drawn to improve faculty research mentoring processes and outcomes.
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