Limited scholarly exploration has been undertaken concerning the juxtaposition of academic motivation among undergraduate students pursuing English language proficiency through online platforms within the context of English as a Foreign Language (EFL) education across various Asian nations, encompassing Indonesia, Thailand, Bangladesh, and China. Delving into this subject matter facilitates an elucidation of the interconnections between the online course milieu and student motivation, elucidating the correlation between the student's country of origin and the six dimensions characterizing motivation for online learning. Two hundred twenty-three undergraduate university students participating in online courses constituted the study cohort. Employing a quantitative research approach, this investigation utilized multiple regression analysis, with data acquisition executed through an MLOQ survey. The principal findings of this inquiry revealed a significantly robust association between self-efficacy and online course experience, suggesting that students exhibiting elevated self-efficacy levels tend to manifest heightened academic proficiency. Conversely, social engagement demonstrated the weakest correlation in the examined context. Intrinsic goal orientation demonstrates the most significant correlation with the respective country, while control of learning beliefs, including learner autonomy, exhibits the least correlation. This suggests that the domain of control of learning beliefs is perceived as less salient and is infrequently practiced. Understanding these nuanced correlations is crucial for educational authorities, providing insights into student challenges in the current educational landscape. A comprehensive grasp of key elements like student motivation, online learning experiences, and the influence of the student's native country can empower educators to develop more effective teaching strategies, enhancing overall education quality. These insights are especially relevant for educational authorities in Indonesia, Thailand, Bangladesh, and China, offering opportunities to optimize educational practices and outcomes in diverse settings.