Exploring English Learning Challenges and Deep Learning’s Potential in the Coastal Contexts

Abstract

Abstract: Amidst the complexities of English language learning in coastal areas, schools are urged to adapt to the current educational transformation that encourages the implementation of deep learning in educational units. This research is crucial to understand initial conditions and potential adaptations of deep learning approach. The purpose of this study is to explore challenges in English learning and assess schools' readiness to implement deep learning approach in coastal contexts. The method used is a descriptive qualitative study through in-depth interviews with English teachers in two coastal communities in Wakatobi namely, Sampela and Mantigola. The results indicate that low student literacy, minimal family support, limited learning facilities, and local culture such as fishing season are a series of problems in coastal schools. However, there are signs of readiness from teachers and schools to adapt the deep learning approach through the use of more accessible digital media, contextual learning, and involvement in supportive training. In conclusion, deep learning has the potential to increase the relevance and meaningfulness of English language learning in coastal schools. This research has implications for the development of technology-based learning policies and designs that are sensitive to the cultural and geographical conditions in coastal areas.