Impact of Online English Classes on Students' Self-Efficacy: A Moderate Level with Influencing Factors

Based on the results obtained from the self-efficacy scale, it can be concluded 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 revealed that students' expectations of their abilities are influenced to a certain extent. For instance, when asked if their grades would improve after the online classes and whether they had confidence in mastering the knowledge of the online classes, some respondents expressed their doubt due to technical difficulties, which made them feel inefficient. '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.' On the other hand, some interviewees expressed confidence in their abilities, citing a strong foundation and interest in English as a subject. 'I am confident because I have a good foundation.'

The reasons for feeling confident are primarily due to a good foundation, interest in English, and the support of some English teachers who provide more guidance and varied forms of homework. Conversely, some students worry about regression and lack of confidence due to equipment and network failures and the difficulty of high school English, making online classes less efficient. 'First, there will be some failures in the equipment and network, which will cause them to not be able to keep up with the progress. Second, English in high school is difficult, and online classes are not very efficient, so it's harder.'

Overall, the interviews further support the moderate level of self-efficacy found in the self-efficacy scale results. However, the findings also suggest that individual factors such as interest in the subject, a strong foundation, and teacher support can have a significant impact on students' confidence in their abilities.