<![CDATA[This qualitative phenomenological study explores junior high school students' lived experiences with deep learning strategies in their English as a Foreign Language (EFL) classroom in Weliman. Deep learning, characterized by critical thinking, connection-making, and intrinsic motivation, is often emphasized in curriculum goals but less understood from the student perspective in low-resource contexts. The research aimed to understand how students perceive, engage with, and benefit from (or are hindered by) strategies designed to foster deep learning. Data were collected through semi-structured interviews and focus group discussions with 15 purposively selected eighth-grade students. Thematic analysis revealed three major themes: 1) The central role of meaningful teacher-student interaction and feedback in fostering engagement; 2) The double-edged sword of collaborative projects, valued for peer support but criticized for free-riding; and 3) The struggle to connect textbook English to personal identity and real-world use, which often acts as a barrier to deep processing. The findings suggest that while structural strategies (Agyeman,2024) are implemented, the affective and relational dimensions—such as relevance and a psychologically safe classroom environment—are more critical catalysts for deep learning from the students' viewpoint. The study recommends a student-centered pedagogy that prioritizes personal relevance and reflective dialogue over mere task completion.]]>
Copyrights © 2026
