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Abstract
This study aims to investigate the impact of Emergency Remote Teaching (ERT) on the self-efficacy perceptions of high school students in learning English as a Foreign Language (EFL), along with their opinions about the ERT process. Framed through a mixed-methods explanatory sequential design, the study employed both quantitative and qualitative data collection tools: The English Self-Efficacy Scale (E-SES) and semi-structured interviews with 109 high school students selected through purposive sampling. To explore the potential effects of ERT on the students’ self-efficacy perceptions, the E-SES was administered before and after the students went through the ERT experience. By employing extreme-case sampling, 10 students were chosen for the semi-structured interviews. The students’ views concerning their experience of ERT were elicited through these interviews held at the end of this experience. The findings indicated that the students’ self-efficacy perceptions of their such language skills as listening, reading, speaking, and writing and their motivation and expectations in learning English improved in a more positive direction at the end of the ERT process as compared to those before the ERT process. The findings also revealed that the participants' opinions were mostly negative regarding the ERT process. The study found that integrating the online tools into the language learning process enabled information to be reached more easily and created more self-efficacious pupils with the help of acquiring the necessary information without time and place boundaries.