LEVERAGING DEEP LEARNING FOR PERSONALISED ENGLISH LANGUAGE LEARNING: ADAPTING TO STUDENT NEEDS IN THE DIGITAL AGE

Abstract Traditional English Language Learning (ELL) classrooms frequently face challenges regarding low motivation, limited engagement, and a lack of instructional personalization. This study investigates the integration of deep learning—conceived as a mindful, meaningful, and joyful pedagogical approach focused on deep concept comprehension and real-world connection—to enhance personalized education for secondary school EFL learners in the digital era. Employing a qualitative case study design, data were gathered through semi-structured interviews with teachers and students, classroom observations, and document analysis of lesson plans. The findings indicate that deep learning effectively facilitates material customization by leveraging initial diagnostic assessments to map individual learning profiles, narrowing student readiness gaps, and integrating multi-level process differentiation. Additionally, multi-modal assessments and collaborative peer tutoring in heterogeneous groups develop a secure learning space that boosts student motivation and language practice. However, the implementation faces cognitive and psychological barriers, such as grammatical confusion, limited vocabulary, and oral anxiety, compounded by an instant learning culture and digital distractions. This study concludes that a conscious pedagogical shift combining deep learning principles with adaptive classroom management is necessary to realize equitable, student-centered language instruction. Keywords: Deep Learning, Personalized Learning, English Language Learning, Digital Era, Differentiated Instruction