Teacher Self-Efficacy in Enacting Genre-Based Pedagogy for Narrative Writing: A Case Study of an Experienced Indonesian EFL Teacher
DOI:
https://doi.org/10.29408/veles.v10i2.33852Keywords:
teacher self-efficacy; genre-based pedagogy; narrative writing; EFL classrooms; professional developmentAbstract
This study explores the role of teacher self-efficacy in the enactment of Genre-Based Pedagogy (GBA) for teaching narrative writing in an Indonesian EFL classroom. Adopting a qualitative case study design, the study investigates how an experienced teacher’s self-efficacy beliefs influence her instructional practices during the Building Knowledge of the Field (BKOF) and Modeling of Text (MOT) stages of GBA. Data were collected through classroom observations, semi-structured interviews, and lesson plan analysis, and analyzed using thematic analysis. The findings reveal that the teacher’s self-efficacy was primarily shaped by mastery experiences, emotional regulation, and engagement efficacy, which allowed her to maintain classroom stability and foster student participation. However, challenges related to task-specific self-efficacy in teaching grammar were also identified. The study highlights the importance of teacher self-efficacy in the effective enactment of GBA and suggests that targeted professional development focused on building confidence in both pedagogical knowledge and emotional regulation could enhance EFL instruction. Future research should explore the broader application of these findings across diverse classroom contexts.
References
Abdel-Malek, M. (2020). Empowering Arabic learners to make meaning: A genre-based approach. System, 94, Article 102329. https://doi.org/10.1016/j.system.2020.102329
Abfalter, D., Mueller-Seeger, J., & Raich, M. (2021). Translation decisions in qualitative research: A systematic framework. International Journal of Social Research Methodology, 24(4), 469–486. https://doi.org/10.1080/13645579.2020.1805549
Acar, A. S. (2023). Genre pedagogy: A writing pedagogy to help L2 writing instructors enact their classroom writing assessment literacy and feedback literacy. Assessing Writing, 56, Article 100717. https://doi.org/10.1016/j.asw.2023.100717
Ahmed, A. A., & Montecillo Leider, C. (2024). Stimulated recall, teacher beliefs, and teacher practices: Using structured reflective practice to examine teacher talk. TESOL Journal, 15(4), Article e838. https://doi.org/10.1002/tesj.838
Alibakhshi, G., Nikdel, F., & Labbafi, A. (2020). Exploring the consequences of teachers’ self-efficacy: A case of teachers of English as a foreign language. Asian-Pacific Journal of Second and Foreign Language Education, 5(1), Article 23. https://doi.org/10.1186/s40862-020-00102-1
Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.
Berger, R. (2015). Now I see it, now I don’t: Researcher’s position and reflexivity in qualitative research. Qualitative Research, 15(2), 219–234. https://doi.org/10.1177/1468794112468475
Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27–40. https://doi.org/10.3316/qrj0902027
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Braun, V., & Clarke, V. (2021). One size fits all? What counts as quality practice in (reflexive) thematic analysis? Qualitative Research in Psychology, 18(3), 328–352. https://doi.org/10.1080/14780887.2020.1769238
Brisk, M. E., Tian, Z., & Ballard, E. (2021). Autobiography writing instruction: The journey of a teacher participating in a systemic functional linguistics genre pedagogy professional development. System, 97, Article 102429. https://doi.org/10.1016/j.system.2020.102429
Burić, I., & Kim, L. E. (2020). Teacher self-efficacy, instructional quality, and student motivational beliefs: An analysis using multilevel structural equation modeling. Learning and Instruction, 66, Article 101302. https://doi.org/10.1016/j.learninstruc.2019.101302
Burns, A., Freeman, D., & Edwards, E. (2015). Theorizing and studying the language-teaching mind: Mapping research on language teacher cognition. The Modern Language Journal, 99(3), 585–601. https://doi.org/10.1111/modl.12245
Castillo-Montoya, M. (2016). Preparing for interview research: The Interview Protocol Refinement Framework. The Qualitative Report, 21(5), 811–831. https://doi.org/10.46743/2160-3715/2016.2337
Cheng, A. (2021). The place of language in the theoretical tenets, textbooks, and classroom practices in the ESP genre-based approach to teaching writing. English for Specific Purposes, 64, 26–36. https://doi.org/10.1016/j.esp.2021.07.001
Choi, E., & Lee, J. (2018). EFL teachers’ self-efficacy and teaching practices. ELT Journal, 72(2), 175–186. https://doi.org/10.1093/elt/ccx046
Crane, C., & Malloy, M. (2021). The development of temporal-spatial meaning in personal recounts of beginning L2 writers of German. System, 99, Article 102498. https://doi.org/10.1016/j.system.2021.102498
Emilia, E., & Hamied, F. A. (2015). Systemic functional linguistic genre pedagogy (SFL GP) in a tertiary EFL writing context in Indonesia. TEFLIN Journal, 26(2), 155–182. https://doi.org/10.15639/teflinjournal.v26i2/155-182
Fackler, S., & Malmberg, L.-E. (2016). Teachers’ self-efficacy in 14 OECD countries: Teacher, student group, school and leadership effects. Teaching and Teacher Education, 56, 185–195. https://doi.org/10.1016/j.tate.2016.03.002
Farrell, T. S. C., & Ives, J. (2015). Exploring teacher beliefs and classroom practices through reflective practice: A case study. Language Teaching Research, 19(5), 594–610. https://doi.org/10.1177/1362168814541722
Fereday, J., & Muir-Cochrane, E. (2006). Demonstrating rigor using thematic analysis: A hybrid approach of inductive and deductive coding and theme development. International Journal of Qualitative Methods, 5(1), 80–92. https://doi.org/10.1177/160940690600500107
Gale, J., Alemdar, M., Cappelli, C., & Morris, D. B. (2021). A mixed methods study of self-efficacy, the sources of self-efficacy, and teaching experience. Frontiers in Education, 6, Article 750599. https://doi.org/10.3389/feduc.2021.750599
Hakim, A. (2023). Genre-related episodes as a lens on students’ emerging genre knowledge: Implications for genre-based writing pedagogy, collaborative tasks, and learning materials. Journal of Second Language Writing, 60, Article 101001. https://doi.org/10.1016/j.jslw.2023.101001
Harrison, H., Birks, M., Franklin, R. C., & Mills, J. (2017). Case study research: Foundations and methodological orientations. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 18(1), Article 19. https://doi.org/10.17169/fqs-18.1.2655
Harvey, L. (2015). Beyond member-checking: A dialogic approach to the research interview. International Journal of Research & Method in Education, 38(1), 23–38. https://doi.org/10.1080/1743727x.2014.914487
Hermansson, C., Jonsson, B., Levlin, M., Lindhé, A., Lundgren, B., & Norlund Shaswar, A. (2019). The (non)effect of Joint Construction in a genre-based approach to teaching writing. The Journal of Educational Research, 112(4), 483–494. https://doi.org/10.1080/00220671.2018.1563038
Hettinger, K., Lazarides, R., & Schiefele, U. (2024). Longitudinal relations between teacher self-efficacy and student motivation through matching characteristics of perceived teaching practice. European Journal of Psychology of Education, 39(2), 1299–1325. https://doi.org/10.1007/s10212-023-00744-y
Hoang, T. (2018). Teacher self-efficacy research in English as foreign language contexts: A systematic review. The Journal of Asia TEFL, 15(4), 976–990. https://doi.org/10.18823/asiatefl.2018.15.4.6.976
Humphrey, S., & Macnaught, L. (2016). Functional language instruction and the writing growth of English language learners in the middle years. TESOL Quarterly, 50(4), 792–816. https://doi.org/10.1002/tesq.247
Janebi Enayat, M. (2025). Computationally derived linguistic features of L2 narrative essays and their relations to human-judged writing quality. Language Testing in Asia, 15(1), Article 35. https://doi.org/10.1186/s40468-025-00374-9
Jerrim, J., Prieto-Latorre, C., Marcenaro-Gutierrez, O. D., & Shure, N. (2025). Teacher self-efficacy, instructional practice, and student outcomes: Evidence from the TALIS Video Study. American Educational Research Journal, 62(2), 378–413. https://doi.org/10.3102/00028312241300265
Kartika-Ningsih, H., & Gunawan, W. (2019). Recontextualisation of genre-based pedagogy: The case of Indonesian EFL classrooms. Indonesian Journal of Applied Linguistics, 9(2), 335–347. https://doi.org/10.17509/ijal.v9i2.20231
Kawulich, B. B. (2005). Participant observation as a data collection method. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 6(2), Article 43. https://doi.org/10.17169/fqs-6.2.466
Kindenberg, B. (2021). Fixed and flexible, correct and wise: A case of genre-based content-area writing. Linguistics and Education, 64, Article 100938. https://doi.org/10.1016/j.linged.2021.100938
Kubanyiova, M., & Feryok, A. (2015). Language teacher cognition in applied linguistics research: Revisiting the territory, redrawing the boundaries, reclaiming the relevance. The Modern Language Journal, 99(3), 435–449. https://doi.org/10.1111/modl.12239
Kuiper, C., Smit, J., De Wachter, L., & Elen, J. (2017). Scaffolding tertiary students’ writing in a genre-based writing intervention. Journal of Writing Research, 9(1), 27–59. https://doi.org/10.17239/jowr-2017.09.01.02
Lauermann, F., & König, J. (2016). Teachers’ professional competence and wellbeing: Understanding the links between general pedagogical knowledge, self-efficacy and burnout. Learning and Instruction, 45, 9–19. https://doi.org/10.1016/j.learninstruc.2016.06.006
Lauermann, F., & ten Hagen, I. (2021). Do teachers’ perceived teaching competence and self-efficacy affect students’ academic outcomes? A closer look at student-reported classroom processes and outcomes. Educational Psychologist, 56(4), 265–282. https://doi.org/10.1080/00461520.2021.1991355
Liu, C., & Chen, M. (2022). A genre-based approach in the secondary school English writing class: Voices from student-teachers in the teaching practicum. Frontiers in Psychology, 13, Article 992360. https://doi.org/10.3389/fpsyg.2022.992360
Moradkhani, S., & Haghi, S. (2017). Context-based sources of EFL teachers’ self-efficacy: Iranian public schools versus private institutes. Teaching and Teacher Education, 67, 259–269. https://doi.org/10.1016/j.tate.2017.06.019
Morris, D. B., Usher, E. L., & Chen, J. A. (2017). Reconceptualizing the sources of teaching self-efficacy: A critical review of emerging literature. Educational Psychology Review, 29(4), 795–833. https://doi.org/10.1007/s10648-016-9378-y
Nadjib, N., & Triastuti, A. (2023). Indonesian EFL teachers’ portrayal of genre-based teaching practices: Perceptions, implementation, and challenges. Journal on English as a Foreign Language, 13(2), 475–498. https://doi.org/10.23971/jefl.v13i2.6501
Nagao, A. (2019). The SFL genre-based approach to writing in EFL contexts. Asian-Pacific Journal of Second and Foreign Language Education, 4(1), Article 6. https://doi.org/10.1186/s40862-019-0069-3
Natow, R. S. (2020). The use of triangulation in qualitative studies employing elite interviews. Qualitative Research, 20(2), 160–173. https://doi.org/10.1177/1468794119830077
Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16(1), 1–13. https://doi.org/10.1177/1609406917733847
Parsons, S. A., Vaughn, M., Scales, R. Q., Gallagher, M. A., Parsons, A. W., Davis, S. G., Pierczynski, M., & Allen, M. (2018). Teachers’ instructional adaptations: A research synthesis. Review of Educational Research, 88(2), 205–242. https://doi.org/10.3102/0034654317743198
Pfitzner-Eden, F. (2016). Why do I feel more confident? Bandura’s sources predict preservice teachers’ latent changes in teacher self-efficacy. Frontiers in Psychology, 7, Article 1486. https://doi.org/10.3389/fpsyg.2016.01486
Phan, N. T. T., & Locke, T. (2015). Sources of self-efficacy of Vietnamese EFL teachers: A qualitative study. Teaching and Teacher Education, 52, 73–82. https://doi.org/10.1016/j.tate.2015.09.006
Putwain, D. W., & von der Embse, N. P. (2019). Teacher self-efficacy moderates the relations between imposed pressure from imposed curriculum changes and teacher stress. Educational Psychology, 39(1), 51–64. https://doi.org/10.1080/01443410.2018.1500681
Rashid, Y., Rashid, A., Warraich, M. A., Sabir, S. S., & Waseem, A. (2019). Case study method: A step-by-step guide for business researchers. International Journal of Qualitative Methods, 18, 1–13. https://doi.org/10.1177/1609406919862424
Ridell, K., & Walldén, R. (2023). Graphical models for narrative texts: Reflecting and reshaping curriculum demands for Swedish primary school. Linguistics and Education, 73, Article 101137. https://doi.org/10.1016/j.linged.2022.101137
Robinson, O. C. (2014). Sampling in interview-based qualitative research: A theoretical and practical guide. Qualitative Research in Psychology, 11(1), 25–41. https://doi.org/10.1080/14780887.2013.801543
Schwab, S. (2019). Teachers’ student-specific self-efficacy in relation to teacher and student variables. Educational Psychology, 39(1), 4–18. https://doi.org/10.1080/01443410.2018.1516861
Thommen, D., Grob, U., Lauermann, F., Klassen, R. M., & Praetorius, A.-K. (2022). Different levels of context-specificity of teacher self-efficacy and their relations with teaching quality. Frontiers in Psychology, 13, Article 857526. https://doi.org/10.3389/fpsyg.2022.857526
Triastuti, A., Madya, S., & Chappell, P. (2022). Genre-based teaching cycle and instructional design for teaching texts and mandated curriculum contents. Indonesian Journal of Applied Linguistics, 12(1), 1–15. https://doi.org/10.17509/ijal.v12i1.46563
Troyan, F. J. (2016). Learning to mean in Spanish writing: A case study of a genre-based pedagogy for standards-based writing instruction. Foreign Language Annals, 49(2), 317–335. https://doi.org/10.1111/flan.12192
Tschannen-Moran, M., & Hoy, A. W. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23(6), 944–956. https://doi.org/10.1016/j.tate.2006.05.003
van Dijk, E. E., van Tartwijk, J., van der Schaaf, M. F., Jansen, R. S., & Kluijtmans, M. (2024). Phases in novice university teachers’ development of self-efficacy across and within teacher tasks: A Rasch analysis. Journal of Further and Higher Education, 48(9–10), 831–846. https://doi.org/10.1080/0309877x.2024.2410975
Varga, P. A., Hipkiss, A. M., & Staf, S. (2023). Getting to grips with genre pedagogy—Mapping and analysing the recontextualisation of Sydney school genre pedagogy in the Swedish educational context. Linguistics and Education, 78, Article 101246. https://doi.org/10.1016/j.linged.2023.101246
Worden, D. (2018). Balancing stability and flexibility in genre-based writing instruction: A case study of a novice L2 writing teacher. Journal of Second Language Writing, 42, 44–57. https://doi.org/10.1016/j.jslw.2018.09.003
Worden, D. (2019). Developing L2 writing teachers’ pedagogical content knowledge of genre through the unfamiliar genre project. Journal of Second Language Writing, 46, Article 100667. https://doi.org/10.1016/j.jslw.2019.100667
Wyatt, M., & Dikilitaş, K. (2021). English language teachers’ self-efficacy beliefs for grammar instruction: Implications for teacher educators. The Language Learning Journal, 49(5), 541–553. https://doi.org/10.1080/09571736.2019.1642943
Yada, A., Tolvanen, A., Malinen, O.-P., Imai-Matsumura, K., Shimada, H., Koike, R., & Savolainen, H. (2019). Teachers’ self-efficacy and the sources of efficacy: A cross-cultural investigation in Japan and Finland. Teaching and Teacher Education, 81, 13–24. https://doi.org/10.1016/j.tate.2019.01.014
Yüksel, D., Soruç, A., & McKinley, J. (2021). Teachers’ beliefs and practices about oral corrective feedback in university EFL classes. International Journal of Applied Linguistics, 31(3), 362–382. https://doi.org/10.1111/ijal.12336
Zee, M., & Koomen, H. M. Y. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational Research, 86(4), 981–1015. https://doi.org/10.3102/0034654315626801
Zhang, X. S., Zhang, L. J., Parr, J. M., & Biebricher, C. (2022). Exploring teachers’ attitudes and self-efficacy beliefs for implementing student self-assessment of English as a foreign language writing. Frontiers in Psychology, 13, Article 956160. https://doi.org/10.3389/fpsyg.2022.956160
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Benedicta Cindy Tamara, Rojab Siti Rodliyah
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with VELES agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA 4.0).
- Authors can enter into separate, additional contractual arrangements for the distribution of the journal's published version of the work (e.g., posting it to an institutional repository or publishing it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) before and during the submission process, as this can lead to productive exchanges and earlier and greater citations of published work.
VELES is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
