The Genre-based Approach (GBA), rooted in Systemic Functional Linguistics (SFL), offers a pedagogical framework that emphasizes the social function, generic structure, and linguistic features of a text. Throughout the stages: building knowledge of the field (BKOF), modelling of the text (MOT), joint construction of the text (JCOT), till independent construction of the text (ICOT), students are guided to understand a text not only from the form, but also the communication context and social purpose (Emilia, 2011). The deep learning principles, in the other hand, emphasizes learning which is mindful, meaningful, and joyful. In doing so, the students will be able to build up in-depth understanding and critical thinking with their intrinsic motivation to learn and connect to the real practice. The integration between GBA and deep learning opens up a space for more reflective and transformative language learning.
A number of studies show empirical evidence of the effectiveness of GBA and deep learning towards language learning. GBA is particularly effective in improving writing and reading skills (Changpueng, 2013; Hu et al., 2024; Mauludin, 2017, 2020; Xiaoxiao & Ibrahim, 2023; Zhang & Zhang, 2021) though it is also effective to improve listening and speaking skill through some learning strategies (Arizmendi González, 2021; Aswani et al., 2023; Khatibi, 2014). Meanwhile, deep learning can improve the language aspects and social emotional aspects such as motivation, self-
266 | DEEP LEARNING: A Handbook For English Language Teachers
confidence, critical thinking, creativity and active participation (Luthfiansyah & Astuti, 2025; Mariana & Hula, 2024; Nurhidayati & Sumrati, 2025; Sujinem, 2025; Yasid, 2018). With those findings, it can be seen that there is a meeting point of the implementation of these two approaches that leads to the significant learning improvement. GBA with its stages can activate the cognitive and metacognitive aspects of the learners, whereas deep learning with its principles and learning experiences (such as understanding, applying, and reflecting), can activate motivation, learning awareness and self-regulation.
However, the intersection of GBA and deep learning may arise challenges in the application into classroom. Practically, both demand classroom time, contextual rich materials, and sometimes new technologies. Therefore, this effective integration depends on the teacher knowledge of genre pedagogy, digital literacies, assessments, and emotional readiness. Further, this chapter will elaborate some projects that bring insights to the teachers to implement this integration particularly on the language learning.