FOSTERING STUDENT ENGAGEMENT THROUGH DEEP LEARNING: STRATEGIES FROM VOCATIONAL ENGLISH TEACHERS
Keywords:
student engagement , Deep Learning, vocational english, teachers' practicesAbstract
Student engagement plays a vital role in achieving meaningful learning, especially in vocational English classrooms where practical application is essential. Deep learning, which emphasizes critical thinking, relevance, and active participation, provides a promising pedagogical framework. However, research on how vocational English teachers perceive and apply deep learning principles remains limited. This qualitative study employed a phenomenological approach to explore how six vocational English teachers, three from SMK Negeri 1 Kandeman and three from SMK Muhammadiyah Bawang understand and implement strategies to foster student engagement through deep learning. Data were collected through semi-structured interviews and classroom observations, and analyzed thematically. The findings reveal that teachers perceive engagement as students’ active, emotional, and cognitive involvement in the learning process. Engagement was strongly associated with activities requiring real-world application, collaboration, critical thinking, and creativity. Teachers implemented project-based learning, group collaboration, student autonomy, and problem-solving tasks to support deep learning. Despite these efforts, they faced several challenges such as students’ limited English skills, large class sizes, and time constraints. Nevertheless, vocational relevance, student creativity, and technology integration emerged as key opportunities. The study contributes to a deeper understanding of how deep learning principles can be translated into practice in vocational settings. It highlights the need for adaptable strategies that consider both pedagogical goals and classroom realities.
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