<![CDATA[This study revisits a case study on the application of the Teaching and Learning Cycle (TLC) model in EFL learning in Timor, Eastern Indonesia, aiming to identify how the TLC model integrates Deep Learning (DL) principles into English language teaching. Guided by two research questions — (1) how the DL framework is integrated into the TLC model in EFL learning in Timor, and (2) what aspects of DL-related learning experiences emerge through the application of the TLC model — the study specifically examines how the learning experiences generated within the TLC model align with the underlying features of the DL approach. Data were drawn from reflective journals collected from 25 students during the Digital Learning course at the English Education Study Program of Artha Wacana Christian University (AWCU), a sample whose consistent engagement across the course underscores their active participation. Thematic analysis was employed to identify the range of learning experiences produced through this integrated DL–TLC approach and to examine how these experiences shaped students' digital literacy ability. The findings show that the TLC model facilitates a clear progression from teacher-supported instruction toward learner autonomy, with DL–TLC integration correspondingly promoting active, collaborative, and reflective learning. However, digital learning exposure alone did not automatically translate into digital competence, indicating that explicit digital and pedagogical scaffolding remains necessary. Specifically, the Preparing/Developing Context stages were found to support knowledge construction and foster students' independent thinking and creativity; the Modeling stage developed students' awareness of digital tools and application selection, even as many students remained uncertain about their own digital capabilities; the Teacher-Led Construction stage strengthened collaboration and revision, though students still struggled to connect digital tools meaningfully with listening, speaking, reading, and writing skills; and the Student-Led Construction stage promoted autonomous digital-content design, with students' growing autonomy reflected in their capacity for self-diagnosis and identification of their own learning needs. Taken together, these findings affirm the relevance of the TLC model for the Timor EFL context, while pointing to a persistent gap in the holistic integration of digital knowledge and skills that warrants further explicit pedagogical attention.]]>
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