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Does academic writing coaching with genre pedagogy work with teachers? A case study of public school teachers in West Kalimantan, Indonesia
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Type
Article
Citation
Aunurrahman, Netto-Shek, J.-A., Dedi Irwan, & Muhammad Iqbal Ripo Putra. (2024). Does academic writing coaching with genre pedagogy work with teachers? A case study of public school teachers in West Kalimantan, Indonesia. Journal on English as a Foreign Language, 14(2), 545–569. https://doi.org/10.23971/jefl.v14i2.7857
Abstract
Recent studies in academic writing have used coaching to develop specific skills and affective variables. There are limited studies on coaching academic writing using genre pedagogy (GP) with adult learners, specifically Indonesian EFL teachers. This study investigated how academic writing coaching activities (AWCA) that implement GP could help develop the writing skills of public school teachers in Ketapang Regency, West Kalimantan, Indonesia. This qualitative case study involved fifty-seven participants who attended the coaching. Data obtained from participant observations and open-ended questionnaires were analyzed using inductive thematic analysis, and the participants’ texts were analyzed using genre analysis. The analysis results were triangulated to obtain valid findings. The results show that scaffolding, explicit teaching, and customized teaching stages could help develop the participants' writing skills. Then, the participants’ texts followed the schematic structure of the academic genre and implemented relevant linguistic features. These findings provide insight into how genre-based academic writing activities could enhance public school teachers' writing skills who are adult learners, an area with scant research. Furthermore, it is proposed that this methodology be applied across different regions and abroad to better assess its effects on the professional growth of teachers.
Date Issued
2024
Publisher
Institut Agama Islam Negeri (IAIN) Palangka Raya
Journal
Journal on English as a Foreign Language
Description
The open access publication is available at: https://doi.org/10.23971/jefl.v14i2.7857