Purpose 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/approach Using 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. Findings Results 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/implications This 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 implications The findings from this study have implications for educating ELLs in an era of standards-based education and helping them pass HSEEs. Social implications These results also have implications for advancing social justice through informed educational policy. Originality/value This 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.

中文翻译：

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在英语学习者中进行自我调节学习，尽管高中毕业考试仍然失败，但他们仍坚持

目的本研究旨在探讨努力通过高中毕业考试（HSEE）的英语学习者（ELL）是否能够自我调节学习自我报告。有趣的是，除了英语水平有限外，这些学生是否还在努力控制自己的学习。设计/方法/方法使用半结构化访谈，该研究寻求了八位屡次未能通过国家规定的HSEE的ELL的观点。访谈采用改进的扎根理论方法进行转录，思维单元的编码重点是SRL的以下要素：自我理解，目标定向，灵活性和策略运用。调查结果表明，所有受访者的表现都更好，对他们的学业劣势比其优势更具体的认识。一半的受访者表现出对学习方式的意识。同样，其中一半人说他们灵活地学习。没有受访者报告使用基于证据的策略。但是，所有受访者都是面向目标的。研究的局限性/意义这种研究方法可能会限制结果的外部有效性。数据的丰富性也可能会受到限制，因为采访是用英语进行的。实际意义这项研究的结果对于在基于标准的教育时代教育ELL并帮助他们通过HSEE有着重要的意义。社会影响这些结果也对通过知情的教育政策促进社会公正具有影响。