A critical discourse analysis of English distance-learning modules

Abstract

This study examines how a deep-learning approach is represented in the discourse of a distance-learning English reading module used at an Indonesian university and how this representation supports or constrains critical and reflective learning. Grounded in constructivist theory and informed by experiential learning, habits of mind and Biggs and Tang’s deep learning framework, the study employs Fairclough’s Critical Discourse Analysis to analyze textual features, discursive practices and social practices within the module. The findings reveal that while the module promotes strong cognitive engagement and procedural depth, it largely frames learning as an individual, technical and institutionally guided process. Opportunities for dialogic interaction, critical discourse awareness and socially situated reflection remain limited. The study highlights the need for pedagogical designs that integrate cognitive depth with critical, collaborative and socially meaningful learning practices.