Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Self-regulated learning in English-language learners who are persisting despite failure on a high school exit exam

Self-regulated learning in English-language learners who are persisting despite failure on a high... This study aims to explore whether English-language learners (ELLs) who have struggled to pass a high school exit exam (HSEE) self-report that they are able to self-regulate their learning. It is of interest to find out whether, in addition to limited English proficiency, these students are struggling to exert control over their learning.Design/methodology/approachUsing semi-structured interviews, the study sought the perspectives of eight ELLs who had repeatedly failed their state-mandated HSEE. Interviews were transcribed using a modified grounded theory approach, and thought units were coded with a focus on the following elements of SRL: self-understanding, goal directedness, flexibility and strategy use.FindingsResults indicated that all interviewees demonstrated a greater, more specific awareness of their academic weaknesses than their strengths. Half the interviewees demonstrated an awareness of how they learned. Similarly, half of them verbalized that they approached learning flexibly. None of the interviewees reported using evidence-based strategies. However, all interviewees were goal-oriented.Research limitations/implicationsThis research approach may limit the external validity of the results. The richness of the data may also be limited because interviews were conducted in English.Practical implicationsThe findings from this study have implications for educating ELLs in an era of standards-based education and helping them pass HSEEs.Social implicationsThese results also have implications for advancing social justice through informed educational policy.Originality/valueThis paper fills a gap in the literature by extending the theory of SRL, which is associated with academic success in diverse students, to ELLs, a rapidly growing demographic in US public schools that is struggling to achieve academic success. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal for Multicultural Education Emerald Publishing

Self-regulated learning in English-language learners who are persisting despite failure on a high school exit exam

Download PDF
15 pages

Loading next page...
 
/lp/emerald-publishing/self-regulated-learning-in-english-language-learners-who-are-YqHiOxPz54

References (32)

Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
2053-535X
DOI
10.1108/jme-03-2018-0015
Publisher site
See Article on Publisher Site

Abstract

This study aims to explore whether English-language learners (ELLs) who have struggled to pass a high school exit exam (HSEE) self-report that they are able to self-regulate their learning. It is of interest to find out whether, in addition to limited English proficiency, these students are struggling to exert control over their learning.Design/methodology/approachUsing semi-structured interviews, the study sought the perspectives of eight ELLs who had repeatedly failed their state-mandated HSEE. Interviews were transcribed using a modified grounded theory approach, and thought units were coded with a focus on the following elements of SRL: self-understanding, goal directedness, flexibility and strategy use.FindingsResults indicated that all interviewees demonstrated a greater, more specific awareness of their academic weaknesses than their strengths. Half the interviewees demonstrated an awareness of how they learned. Similarly, half of them verbalized that they approached learning flexibly. None of the interviewees reported using evidence-based strategies. However, all interviewees were goal-oriented.Research limitations/implicationsThis research approach may limit the external validity of the results. The richness of the data may also be limited because interviews were conducted in English.Practical implicationsThe findings from this study have implications for educating ELLs in an era of standards-based education and helping them pass HSEEs.Social implicationsThese results also have implications for advancing social justice through informed educational policy.Originality/valueThis paper fills a gap in the literature by extending the theory of SRL, which is associated with academic success in diverse students, to ELLs, a rapidly growing demographic in US public schools that is struggling to achieve academic success.

Journal

Journal for Multicultural Education – Emerald Publishing

Published: Jul 12, 2019

Keywords: Qualitative research; Self-regulated learning; Ecological perspective; English-language learners; Multicultural psychology

There are no references for this article.