Abstract
The main purpose of the study is to investigate the reliability and validity of the adaptation of The Mentoring for English as a Foreign Language Teaching (hereafter MEFLT, Hudson, Nguyen & Hudson, 2009) survey into Turkish. The instrument is intended to examine the mentoring experiences of pre-service EFL (English as a Foreign Language) teachers’ during their teaching practice. Through the use of the instrument, the study intends to examine the mentoring practices provided by the cooperating teachers for teaching English from the perspectives of pre- service teachers. The survey method was used in this study and the data gathered from the pre-service teachers were used for Exploratory and Confirmatory Factor Analysis to determine the structure of factor loadings of the survey. Results of the factor analysis will revealed the number of the factors and sub-scales remained in the Turkish version. In addition, the results of the pre-service EFL teachers’ responses to the survey described their mentoring experiences during practice teaching.
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