Abstract
INTRODUCTION: This study delves into the intricate network of motivational factors that influence online learning satisfaction among intermediate-level English as a Foreign Language (EFL) students in mainland China. METHODS: A diverse sample of 496 EFL students participated in this research. Structural Equation Modeling was employed as the analytical method. RESULTS: The results of the study reveal significant and positive relationships between ideal L2 self and L2 grit with online learning satisfaction. Additionally, online learning self-efficacy emerged as a crucial mediator between ideal L2 self and online learning satisfaction, as well as between L2 grit and online learning satisfaction. DISCUSSION: These findings provide valuable insights into the motivational dynamics within online language learning contexts. They offer practical implications for educators and instructional designers seeking to enhance students' online learning experiences.