<![CDATA[This qualitative case study aims to explore the implementation of the Deep Learning Approach (DLA) in English instruction by English instructors at a vocational high school in Sumarorong, Mamasa Regency, West Sulawesi. The research is based on one research topic: How do teachers practice DLA in English teaching? The data were acquired through classroom observations, semi-structured interviews with three English teachers, and instructional manuals. The figures show that the teachers’ application of DLA was based on three interrelated pillars: meaningful learning, attentive learning, and enjoyable learning. The use of contextualized materials, local examples, vocationally relevant tasks, and links between English and everyday life led to meaningful learning. Mindful learning included higher-order questioning, introspection, paraphrasing, self-monitoring, and guided critical thinking. Enjoyable learning occurred through games, quizzes, group work, role-play, storytelling, and a welcoming school climate. The most effective implementation was teachers going through 3 instructional stages: understanding, application, and reflection. DLA in teaching English is not a method but a pattern of lesson design that emphasizes relevance, thinking, interaction, and reflection.]]>
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