Deep Learning in English Language Teaching: A Conceptual Paper

David Oktavianus; Akhyar Rido

doi:10.33365/jorle.v6i2.353

David Oktavianus Universitas Teknokrat Indonesia
Akhyar Rido Universitas Teknokrat Indonesia

DOI: https://doi.org/10.33365/jorle.v6i2.353

Keywords: Deep learning, English language classroom, English language teaching

Abstract

This conceptual paper explores deep learning theories in English Language Teaching (ELT), emphasizing their potential to foster critical thinking, creativity, and communicative competence. Grounded in the frameworks of Marton and Säljö’s Deep Learning Theory, Entwistle’s Students’ Approaches to Learning (SAL), and Biggs’ 3P Model, the study contrasts deep learning’s emphasis on comprehension and application with surface learning’s focus on memorization. It highlights challenges in implementing deep learning, including the dominance of traditional teaching methods, resource limitations, and the need for professional development. The paper underscores the transformative potential of deep learning in cultivating linguistic adaptability and reflective thinking, particularly through strategies such as task-based learning, inquiry-driven activities, and formative assessments. Practical recommendations are provided to align curriculum design and assessment with deep learning principles, addressing barriers to integration in diverse ELT contexts. A visual framework of deep learning dimensions is also proposed, offering educators a structured approach to enhance classroom practices. By bridging theory and practice, this paper advocates for pedagogical shifts that align with 21st-century educational goals, equipping learners with the skills needed for real-world communication challenges. Future research should focus on adapting deep learning frameworks to promote deeper engagement in ELT.

Author Biography

Akhyar Rido, Universitas Teknokrat Indonesia

Akhyar Rido is a professor of interaction and pedagogy at the Faculty of Arts and Education, Universitas Teknokrat Indonesia. He was a visiting scholar at Mahidol University International College, Thailand (2022) and a visiting researcher at the Research Centre for Education, the National Research and Innovation Agency, Republic of Indonesia (2022-2023). His research interest includes classroom interaction using technology, classroom discourse, and second language learning.

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