This study compares the attitudes of Indonesian student teachers to the use of Bahasa Indonesia (BI) in primary and secondary school English classrooms to that of the instructors in their teacher training programmes. It also examines the metacognitive orientations the student teachers have towards its use in their future teaching. Questionnaire responses by student teachers finishing their final-year practicum (N=75) from seven university programmes showed two distinct attitude sets toward BI use. Approximately 40% were ‘Avoiders’ who intended to use BI never or only occasionally, while another 20% were ‘Embracers’ who intended to use it regularly or often. There was a demonstrable relationship between the intended use and the practice and attitudes of the instructors the students had in the teacher training programme. Avoiders were more likely to have programme teachers who avoided BI use, while Embracers were the opposite. The student teachers also displayed a strong sense of agency in approaching future BI use: Although more explicit attention to the topic in the teacher training curriculum was welcomed, the majority also felt confident they could deal on their own with the challenges presented by future BI use. Potential effects on responses of practicum class size and school level were examined, but neither was significant. An important finding from the study for teacher training programmes is the effect, intentional or incidental, that teacher educator behaviour may play in shaping student teacher attitudes.

The employment of Information Technology (IT) for the online teaching and learning process is unavoidable nowadays. One of the popular online teaching platforms currently used in ELT is Google Classroom. However, the literature indicates that there is a limited number of research investigating the perceived usefulness and effectiveness of Google Classroom viewed by the students as its end-users. Thus, the current study aims at investigating the perceptions of secondary students in using Google Classroom (GC) as a Learning Management System (LMS) in English Language Teaching (ELT0. The study focuses on three variables: perceived usefulness (PU), perceived ease of use (PEOU), and actual system use (AU). The study employed a mixed-method research design for data collection and analysis. Quantitative data was collected using a questionnaire and analyzed using IBM SPSS 25.0. The qualitative data was obtained through in-depth interviews with nine respondents. The findings suggest that most participants have positive views on GC with some reservations. Students seem to have more expectations before using GC; yet, they experienced dissatisfaction afterward. It was revealed that GC provides various features to support English learning, but it depends on the users to maximize them. It is suggested that more digital technology training and workshops for students and teachers be adequately fluent in using the GC. Schools need to establish policies to enforce the use of GC within schools, conduct preparation for teachers and students, provide technical support, and collaborate with other institutions for capacity building.