ABSTRACT
A mentoring task that should not be overlooked is action research. Although it may seem more challenging than other tasks, it can be a worthwhile way to support teachers’ professional development while also contributing to the field of English language teaching. This chapter starts by addressing potential affective concerns and inspiring mentors with a purpose for using action research as a mentoring task. After using mentors’ experiences to illustrate some feasible types of research, the chapter, supported by follow-up tasks, takes mentors step-by-step through the process of facilitating an action research project: choosing a topic, wording a research question, choosing data collection and analysis procedures, and using results. Mentors are also provided with templates to make action research seem more doable.
