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1. Introduction
In this article, we review the significant and diverse range of research on English language education in Indonesia in the eight-year period 2011–2019, responding to Language Teaching's continuing commitment to becoming an outlet for research on foreign language teaching and learning in peripheral contexts.
First, we provide coverage of research into English language education in Indonesia, the world's fourth most populous nation as well as a nation predicted to rise as the world's fifth largest economy by 2030 (PWC, 2015). Indonesia, being a populous country in the non-English-speaking world, continues to become an important market for English language education. It also holds a prominent position within the Association of South East Asian Nations (ASEAN) community where English has become the driving force for globalization with influences extending beyond the linguistic sphere to also reach the economic, political, cultural, and ideological ones (Hamied, 2013; Zein, 2019).
Second, we aim to invigorate the recent tradition of research in English language education in the country. Indonesia has a 50-year tradition of English language education but a comparatively shorter fruitful history of research. In recent years, interest in English language teaching and learning in the country has demonstrated an upward trajectory at three levels of education: primary (e.g. Damayanti, 2014; Hawanti, 2012; Prastiwi, 2015; Zein, 2016a, 2017a), secondary (e.g. Sukyadi, 2015; Sundayana, 2015; Putra & Lukmana, 2017; Widodo, 2016) and tertiary (e.g. Dewi, 2017a, 2017b; Riyanti, 2017; Zacharias, 2014a, 2014b, 2016). This article will elucidate the current trends of English language teaching and learning in the country at the three levels of education as captured by rigorously selected recent studies. Previous work in this series has focused on familiar clusters such as second language acquisition (SLA)-related issues (e.g. Medgyes & Nikolov, 2014; Oliver, Chen, & Moore, 2016), language pedagogy and teaching methodology (e.g. Gao, Liao, & Li, 2014; Moodie & Nam, 2016; Porto, Montemayor-Borsinger, & López-Barrios, 2016), language policy (e.g. Medgyes & Nikolov, 2014; Vieira, Moreira, & Peralta, 2014) and language teacher education (e.g. Moodie & Nam, 2016; Porto et al., 2016). Since we are examining research based on the institutional levels of primary, secondary and tertiary education, we offer an a priori approach to investigating common themes in English language education and scrutinize the specific.
