Does academic writing coaching with genre pedagogy work with teachers? A case study of public school teachers in West Kalimantan, Indonesia

Aunurrahman Aunurrahman (Institut Keguruan dan Ilmu Pendidikan (IKIP) PGRI Pontianak, Pontianak,)
Jo-Ann Netto-Shek (National Institute of Education, Singapore City,)
Dedi Irwan (Institut Keguruan dan Ilmu Pendidikan (IKIP) PGRI Pontianak, Pontianak,)
Muhammad Iqbal Ripo Putra (Institut Keguruan dan Ilmu Pendidikan (IKIP) PGRI Pontianak, Pontianak,)

Journal on English as a Foreign Language (JEFL)
Vol 14 No 2 (2024): Issued in September 2024

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