Teachers bring various experiences to the classroom, and their beliefs about ‘creative teaching’ or ‘good teaching’ practices are frequently influenced by various factors, including their own teaching experiences, individual motivation, and organizational constraints. This context frames their early efforts to develop creative practices, and recognition of influences further affects the level of creativity displayed by teachers. This study aims to ascertain the factors that affected teachers’ creativity in English language teaching (ELT) in contemporary Indonesian higher education. We interviewed twenty Indonesian English as a Foreign Language (EFL) teachers about the factors influencing their creativity and their motivations for teaching creatively. We identified three factors which influenced teachers’ creativity: their knowledge and teaching experiences, their motivation, and the role of technology. These three factors served as a guide for teachers regarding how they might integrate creativity into their teaching practice. Additionally, Indonesian EFL teachers believed that their creativity was necessary to assist students in learning, create an enjoyable learning experience, and encourage students to be creative. This belief appears to be partially due to the affordance of the rapidly changing digital environment which enables student-centred and self-directed learning. Finally, this study indicates that creativity is not instinctive to teachers; however, they can nurture their creativity by accepting their innovative ideas through developing their abilities to teach creatively.

This study aims to explore the challenges of primary school teachers in teaching online English to young learners in the pandemic era and teachers’ views toward teaching online English. The teachers also provide the solutions to overcome the problems. This is a qualitative research that employs a case study as the approach. The data are obtained through questionnaires and semi-structured interviews with 20 English teachers of primary schools. The results show many challenges emerged from three sides: instructional activity, time management, and student assessment. Challenges of instructional activity cover students’ motivation, English levels of student proficiency, communication, cooperative learning, and teaching writing. Time management challenges include having a limited amount of time and providing feedback. Meanwhile, student assessments assess students’ attitudes and cognitive skills. This study suggests the administrators and authorities of education policymakers evaluate the guidelines to enhance the quality of online teaching, especially for elementary schools.