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Teachers often code-switch in the EFL classroom, but the question of whether or not they are aware of their code-switching has not been satisfactorily answered. This article presents the study on teachers’ understandings and beliefs about their code-switching practices in EFL classrooms as well as effective language teaching and learning. The participants of this study came from four junior high schools in Padang, West Sumatra, Indonesia: five teachers with their respective classes. This research used the conversation analysis and stimulated recall interviews to analyze the data which came from the video recording of classroom observations and the audio recording of stimulated recall interviews with teachers. The results revealed the pedagogical functions and affective functions of teacher’s code-switching. The data also showed that the use of stimulated recall interviews helped teachers to be consciously aware of their code-switching as well as of their other pedagogical practices in the language classroom. Therefore, stimulated recall interviews can be a useful tool for teacher self-reflection that they were not aware of their code switch. This awareness could be incorporated into language teacher professional development and in-service teacher professional learning.

Despite the global integration of generative artificial intelligence (GenAI) tools in higher education, limited research exists on how demographic factors such as gender and academic level shape their adoption and usage, particularly in language learning contexts outside Western settings. This study aimed to fill this gap by examining the usage patterns, satisfaction levels, and acceptance factors of GenAI tools among English major students in Indonesian higher education. Employing a mixed-methods approach, the research collected data from 277 students using surveys and structured interviews to gauge both quantitative and qualitative aspects of GenAI tool utilization. The results indicate ChatGPT, Google Translate, and Grammarly as the most utilized tools for writing assistance, language learning, and research tasks, with consistent satisfaction across demographics. Performance expectancy emerged as the most influential acceptance factor, followed by effort expectancy and facilitating conditions, while social influence played a moderate role. Qualitative findings reveal students rely on GenAI for grammar refinement, translation accuracy, content exploration, and idea generation, reflecting critical and reflective engagement. Nonetheless, concerns about overreliance and ethical implications accentuate the need for balanced integration. These findings inform tailored educational strategies, emphasizing ethical use and fostering critical thinking in GenAI adoption for English language education.

Writers should attract readers’ attention to read their work from the very beginning of their article; this can be done by addressing a centrality claim (henceforth CC). However, very few studies examining research article introductions (henceforth RAI) examined further how authors attract readers to the importance of the research topic. This study aimed at investigating the types of CCs used in the RAIs published in local journals in English Language Education (henceforth ELE) with different Sinta values. Forty articles were chosen from four national accredited journals in LE for this study. The results showed that the most frequent appeals found in the RAIs are appeals to salience followed by appeals to problematicity and appeals to magnitude. This is reasonable because a piece of research should be on an important topic, because of a practical problem on a popular topic to attract readers to read the entire article. Also, although the difference is not significant the higher the Sinta value of a journal the higher the frequency of different appeals used by the authors in the introduction of the articles published in the journal. This suggests that to improve the attractiveness of an article, authors should use several different types of appeals in their RAIs.