From the results obtained from the scale of self-efficacy it is known that the overall self-efficacy of learning ability is at a moderate level M=3073 with a large standard deviation S=0762 and discre

The results obtained from the scale of self-efficacy indicate that the overall self-efficacy of learning ability is at a moderate level (M=3.073) with a large standard deviation (S=0.762) and discrete data. The interviews conducted with students reveal that their expectations of their abilities are influenced to some extent. When asked whether their grades will improve after the online classes and whether they have confidence in mastering the knowledge of online classes, some respondents expressed doubts due to technical difficulties and inefficiency. On the other hand, some interviewees expressed confidence in their abilities because of their good foundation and interest in the subject.

Overall, the reasons for feeling confident or worried about their progress in online classes are varied. Those who feel confident attribute it to their strong foundation and interest in the subject, as well as the active involvement of their teachers in online classes. On the other hand, those who worry about their regression and lack of confidence cite technical difficulties and the difficulty of learning English at a high school level.

In conclusion, the findings suggest that students' self-efficacy in learning English online is influenced by various factors, including their prior knowledge and interest in the subject, the quality of online teaching, and technical challenges. To enhance students' self-efficacy and ensure their success in online learning, it is important to address these factors and provide adequate support and resources.