THE JOURNAL OF ASIA TEFL Vol. 18, No. 4, Winter 2021, 1448-1454 http://dx.doi.org/10.18823/asiatefl.2021.18.4.25.1448  2021 AsiaTEFL All rights reserved 1448 The Journal of Asia TEFL http://journal.asiatefl.org/ e-ISSN 2466-1511 © 2004 AsiaTEFL.org. All rights reserved. Teacher Training and Mentoring in 3D Environments: A Brief Report of Two EFL Teachers Hamed Ghaemi Bahar Institute of Higher Education, Mashhad, Iran Introduction The present study aimed at investigating the impact of Second Life (SL) on Iranian EFL teachers’ professional development and beliefs in 3D online teaching. Populated by computer-generated avatars, Second Life (SL) is a three-dimensional virtual world which was created as an innovative form of shared experience, in which individuals conjointly dwell in a 3D environment and build the world around them. People can travel to and live on Second Life spots through their computer avatars. When a Second Life occupant makes his own avatar, he can go to a plethora of public places to explore several activities, including shopping, going to the tea club, and other similar activities. Such simulated educational settings have been used to help teachers gain more hands-on experiences managing their students in online classes. In view of the fact that only two SL teachers are “the cases” of this study, a case study research design was used to investigate these phenomena. Using action research (AR), this study examined how Iranian EFL teachers shifted their role from a knowledgeable, traditional classroom teacher to an online SL instructor, hence recreating their teacher identity and developing professional growth. Mohsen and Hamed: The SL teachers and their Classes Mohsen. Having received an M.A. in TEFL, Mohsen has been an English teacher at the university level since 2010. The study was conducted at Bahar Institute of Higher Education, Iran, where he teaches TEFL students, academic writing. Notwithstanding the well-designed course, Mohsen detected that TEFL students found the program mind-numbing since its syllabus emphasized heavily grammatical structures and academic writing styles. The incongruity between the nature of the course and the learning interests of the students resulted in their detachment and distracted attention to other irrelevant activities. This crucial matter observed by Mohsen inspired him to find resolutions to help students. Hamed. Having earned a PhD in ELT, Hamed started his teaching career at the university level in 2008. He also teaches in the same institute mentioned above although he teaches conversation courses to TEFL students. He witnessed the same monotonous attitude in students and decided to integrate an online version of the course to motivate students. The same 3D virtual environment was recommended by the researcher to him as well. Both agreed to utilize this new platform. The following section describes how their action plans were conducted and documented.