From the questionnaire results it can be seen that the overall online English academic self-efficacy of high school students is at a moderate level M=3023 where the mean of the sub-dimension of learni

Based on the results of the questionnaire, it is evident that the overall online English academic self-efficacy of high school students is at a moderate level (M=3.023). The mean of the sub-dimension of learning ability self-efficacy (M=3.073) is higher than that of learning behavior self-efficacy (M=2.974), which is consistent with the findings of Chu-Luan Tsai (2021) and Si-Yao Han (2021).

The self-efficacy theory suggests that the level of individual self-efficacy has a direct impact on the individual's behavior and the degree of adherence to that behavior. Learning ability is the foundation for learning behavior, and a person's learning behavior self-efficacy is influenced by their learning ability self-efficacy. Individuals with high learning ability self-efficacy are more motivated in their learning behavior, and this leads to a higher sense of learning behavior efficacy.

The school focused on developing students' English learning skills and actively guided them to master English learning methods. However, due to the online nature of English classes, teachers' supervision of students was reduced. This is consistent with the findings of the interviews, which revealed that students' self-efficacy in learning ability is more stable, while their self-efficacy in learning behavior is influenced by factors such as teachers' supervision and the learning environment.

The research subjects of this survey have better grades, indicating that they have a relatively strong self-efficacy for English learning. The author found that students were more active in answering questions and taking notes during online English classes. However, during offline English classes, students did not take the initiative to answer, and their note-taking was minimal. This is partly due to the low self-efficacy of students' online English learning behavior.

To improve students' online English academic self-efficacy, it is recommended that teachers provide more guidance and supervision during online classes. Additionally, incorporating interactive and engaging activities into online English classes can increase students' motivation and enhance their self-efficacy in learning behavior.