Students' Self-Efficacy in Online English Learning: A Mixed-Methods Study

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. Interviews conducted with students revealed 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. For example, some said, 'No, because sometimes I have to debug the equipment and the computer given by my mom and dad crashes from time to time, so I feel so inefficient, so my grades will not progress.' However, other interviewees expressed confidence in their abilities because of their good foundation and interest in the subject, stating, 'I am confident because I have a good foundation.'

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.