ArticleFrontiers in psychology2026
An AI-supported E-mentoring model to develop EFL pre-service teachers' self-efficacy and emotional intelligence.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Introduction: This study investigated the effectiveness of an AI-supported e-mentoring model in enhancing self-efficacy and emotional intelligence among EFL pre-service teachers within the Egyptian practicum context. Methods: Using a mixed-methods quasi-experimental design, 50 participants were assigned to an experimental group, which received structured mentoring, collaborative digital platform support (Facebook, Padlet, Nearpod, Google Classroom), and AI-driven feedback via Gemini, and a control group, which followed conventional practicum procedures. Results: Quantitative results revealed substantial improvements in the experimental group's self-efficacy and emotional intelligence compared to the control group, while qualitative data indicated that participants shifted toward more student-centered, reflective, and adaptive teaching practices. Discussion: The findings highlight the potential of integrating AI tools with structured mentoring and collaborative digital environments to create a continuous cycle of practice, feedback, and reflection. Implications for teacher education emphasize scalable, context-sensitive professional development that addresses both pedagogical and emotional competencies, particularly in under-resourced settings. Study limitations and directions for future research are also discussed.
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