Student Mentees’ Perceptions of Research Proposal Mentorship Using the Critical Incident Technique

This qualitative study explored how undergraduate student mentees in an English-as-a-Foreign-Language (EFL) context perceive effective research proposal mentorship. Conducted within the English Education Study Program at Pattimura University, Indonesia, the study employed the Critical Incident Technique (CIT) to capture student reflections on specific mentoring experiences. Seven undergraduate students who had completed their research proposals participated in in-depth interviews, sharing both effective and ineffective mentoring incidents. Thematic analysis reveals three key characteristics of effective mentorship: (a) supportive mentorship that fosters emotional safety and sustained motivation; (b) effective guidance, characterized by dialogic, actionable feedback and modeling of research practices; and (c) mentor availability and accessibility, including responsiveness through both in-person and digital channels. Findings highlight the importance of relational and contextual factors in shaping mentorship quality, particularly in under-resourced, culturally hierarchical, and linguistically complex EFL settings. The study offers practical implications for improving mentor training, institutional support structures, and equity in undergraduate research supervision.