Relationship Between the Deep Learning Approach and Critical Thinking Skills in English Language Learning Among Secondary School Students

Abstrak

Critical thinking is an essential competency in English language learning because it enables students to interpret information, evaluate arguments, draw conclusions, and communicate ideas logically. This systematic review aimed to synthesize evidence regarding the relationship between deep learning approaches and critical thinking skills in English language learning among secondary school students in Indonesia. The review followed the PRISMA 2020 guidelines. Articles published between January 2021 and December 2025 were identified through Google Scholar, Garuda, and official journal websites using combinations of Indonesian and English keywords. Empirical journal articles involving Indonesian junior high, senior high, Islamic secondary, or vocational school students were eligible for inclusion. Seven articles met the inclusion criteria and were analyzed using narrative synthesis. The included studies employed mixed-methods, quasi-experimental, correlational, classroom action research, case study, and qualitative descriptive designs. The findings demonstrated a positive trend between deep learning characteristics and critical thinking development across reading, listening, and writing skills. Inquiry-based learning, guided inquiry, problem-based learning, project-based learning, Understanding by Design, and technology-supported instruction promoted active engagement, investigation, problem-solving, collaboration, evidence use, meaning construction, and reflection. However, the strength of evidence varied because of methodological heterogeneity, and several studies did not explicitly identify their interventions as deep learning approaches. Overall, deep learning-oriented instruction appears promising for developing critical thinking in secondary English education. Future research should employ rigorous experimental designs, larger samples, validated instruments, longer interventions, and effect-size reporting.