<![CDATA[The rapid advancement of digital technology has profoundly transformed the educational landscape, particularly in the domain of language learning. Writing skills remain among the most challenging competencies for students to master across educational levels, yet they are fundamental to academic and professional success. This study aims to analyze the influence of technology use on students’ writing skills within a deep learning framework, identify pedagogical mechanisms through which technology supports meaningful learning, and formulate practical implications for educators and policymakers. This research employs a qualitative descriptive approach, combining literature review with empirical data gathered through a four-point Likert scale questionnaire distributed to 21 senior secondary school students from various schools in Sulawesi in May 2026. The findings reveal that 100% of respondents learned more effectively when material was connected to real-life contexts, and 95.2% reported needing examples or stimuli before writing independently. While 66.7% did not struggle with generating ideas, the same proportion experienced difficulty with word choice. Furthermore, 71.4% acknowledged being more accustomed to micro-writing formats due to digital media influence. Despite these challenges, 95.2% expressed motivation to improve their writing through training. These findings underscore that technology, when integrated intentionally within a deep learning framework, can serve as a cognitive bridge rather than a replacement for critical and creative thinking. Effective integration requires contextual approaches, text modelling, and an appreciative classroom climate that builds student confidence in writing.]]>
