Abstract: Blended model has become a trend in the era of digital education. The online studying facilitates an engaged and active participation on the part of students, whereas imposing high demands on their self-regulated learning. This study employed quantitative and qualitative methods, aiming to explore the effects of English majors’DMC (Directed Motivational Currents) on their online self-regulation learning. The study revealed that the overall intensity of DMC among students was assessed as comparatively high level. Furthermore, DMC is a powerful and positive predictor, with goal/vision-orientedness, salient and facilitative structure, and positive emotionality as three key factors influencing students’ online self-regulated learning. Hence, in light of the positive impacts of DMC on autonomous learning, it is suggested that teachers motivate and sustain the intensity of DMC of students by setting OBE-oriented objectives, assisting learners in formulating language visions and focusing on students’ emotionality.