Exploring deep learning in English language teaching classrooms: A case study of student learning behaviors

Deep learning has become increasingly important in English Language Teaching (ELT) because it promotes meaningful learning, communicative competence, and learner autonomy beyond surface-level memorization. However, limited research has examined how deep learning is reflected in students' learning behaviors in Indonesian secondary schools. This study investigated the implementation of deep learning in ELT classrooms through four dimensions: Basic Self-Regulation Strategies, Visual Elaboration and Summarizing Strategies, Deep Information Processing Strategies, and Social Learning Self-Regulation Strategies. A mixed-method case study design was employed. Quantitative data were collected through a questionnaire adapted from the Deep Learning Self-Regulation Strategies Questionnaire administered to 101 senior high school students in Batam. Qualitative data were obtained through classroom observations using an observation checklist across 13 classrooms in 11 secondary schools and semi-structured interviews with two English teachers and seven students. The findings showed that Basic Self-Regulation Strategies achieved the highest mean score (M = 3.93), while Visual Elaboration and Summarizing Strategies received the lowest (M = 3.07). Observation and interview data confirmed that students demonstrated self-regulation, deep information processing, and collaborative learning, whereas visual learning strategies were used less frequently. These findings suggest that greater integration of visual learning activities could further strengthen the implementation of deep learning in ELT classrooms.