Challenges and Coping Mechanisms of High School English Language Learners and their PISA Performance

This study explored the multifaceted experiences of high school English language learners (HS-ELLs) in a local public high school, focusing on their challenges, coping mechanisms, and institutional support systems. With a case study approach employing "qualitative" methods of data collection, the study conducted interviews with ten high school students. The researchers thematically analyzed the data to identify the common linguistic difficulties the participants faced, how they adapted to cope with them, and the effectiveness of their words in consolidating others' effectiveness. Findings showed that all students have the same struggles with the English language, grammar, andvocabulary, even though they often lack prior educational exposure. Effective coping strategies included using the material they were accustomed to, seeking self-improvement methods, and appealing to friends and teachers for assistance. Although students in general praised their teachers' teaching efforts, the study noted the neglect of systematic institutional programs dedicated to maintaining language proficiency. Also, there remained an obvious imbalance in the availability of PISA‐aligned resources for learners. These findings have important implications for the language training industry and policy. It is necessary to develop a variety of teaching materials tailored to learners' needs, levels, and local conditions. In addition, schools should set up structured programs that allow students to practice English in academic exchanges with teachers and to communicate with peers outside class, further improving their fluency.