Compared to learning ability self-efficacy learning behavior self-efficacy has a lower mean M=2794 and lower standard deviation S=0572 with more concentrated data When asked if respondents would take

Compared to learning ability self-efficacy, learning behavior self-efficacy has a lower mean (M=2.794) and lower standard deviation (S=0.572), indicating that the data is more concentrated. During interviews, some respondents expressed their willingness to take the initiative to do post-class exercises to test their learning after online English classes. They stated that they would consciously go through the textbook after class and finish the blank topics to solidify their impressions and feel more comfortable. However, some interviewees revealed that they would not take the initiative to do post-class exercises because they lacked self-awareness and would only do it if the teacher assigned relevant homework.

The interviews revealed that the low self-efficacy of students' learning behaviors can be attributed to two main reasons. First, the teachers themselves do not do the practice after class if they do not assign relevant homework, so it has a lot to do with the teachers' supervision and discipline. Second, the tedious way of submitting assignments for online English classes leaves little time for students to complete after-class exercises.

Nevertheless, some students take the initiative to complete after-class exercises due to their study habits. These students are accustomed to doing exercises to test their learning after each chapter. Overall, improving teachers' supervision and discipline and simplifying the process of submitting assignments for online English classes may help to enhance students' learning behavior self-efficacy.