The effectiveness of distance learning primarily depends on the motivation and engagement of students. The aim of this article is to determine whether the developed online course enhances students' motivation to read and their engagement with contemporary American literature. The methodology is based on an experimental design. A mixed-methods approach was employed for data analysis, combining statistical data analysis (t-test) with qualitative survey methods (pre- and post-testing). The study was conducted with a sample of 150 Chinese students from two universities (Leshan Normal University and Wuhan Qingchuan University), who took the "Contemporary American Literature" course from September to December 2022. The pre-and post-testing data indicate significant improvements across most parameters. For instance, reading efficiency, students' confidence in their reading abilities, and their potential to succeed in reading tasks increased by 21.4%; the "Challenge" dimension showed a notable growth of 17.2%; curiosity rose by 16.7%; and engagement in reading also increased by 18.5%. This demonstrates that students developed a greater interest in stories, particularly those related to fantasy, mystery, and adventure, and formed a deeper connection with characters and narratives. Most notably, avoidance of reading tasks decreased by 16.7%, which is a positive outcome as it indicates a reduced likelihood of students avoiding reading assignments. Given the large sample size, the critical t-value is approximately 1.96. Since all t-values exceed the critical value of 1.96, the null hypothesis was rejected in favor of the alternative hypothesis for each dimension. This indicates that the course had a statistically significant impact on the students' motivation and engagement in reading. The practical significance of these results underscores the potential of contemporary American literature courses, particularly those utilizing interactive methods in distance learning.