الفهرس 
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Abstract
The present study aimed at investigating the effect of an e-mentoring model on developing EFL student teachers’ self-efficacy and emotional intelligence. The study adopted the pre- experimental one group pre-post administration design. Study was applied to a voluntary group (N = 19) from third year, English Department (basic education), Faculty of Education, Ain Shams University during their practicum in three different public schools. The following instruments were used in the study: semi-structured interview questions, Teacher’s Sense of Efficacy Scale (long form), Trait Emotional Intelligence Questionnaire (short form), and an observation checklist. The sessions of the e-mentoring model were developed with mentee’s booklet and mentor’s guide. The e-mentoring model was administered to participants in a ten- week practicum block. Paired Samples Wilcoxon Test was used to compare the mean scores of the study participants’ before and after the administration of the e-mentoring model. Also, Fritz, Morris and Richer’s equation was used to measure the effect size of the e-mentoring model. Results of the study revealed that the e-mentoring model was effective in developing pre-service teachers’ self-efficacy as well as emotional intelligence. Eventually, recommendations and suggestions for further research were presented.
Key words: Mentoring, E-Mentoring, Self-Efficacy, Emotional Intelligence, EFL Student-teacher, Egypt