Securing the continuous progress of online English courses in the post-pandemic era presents a significant challenge for educators at the college level, particularly in terms of fostering and sustaining students' motivation for learning. Consequently, this research endeavors to explore the motivation of Chinese college students studying English as a Foreign Language (EFL) in the post-pandemic context through the utilization of the ARCS motivational questionnaire. The questionnaire, along with interviews conducted for research purposes, was administered to a sample of 262 sophomore students majoring in fields other than English. Data analysis revealed that, in the landscape of online English education during the post-pandemic era, educators generally demonstrate a commendable level of attention, relevance, confidence, and satisfaction. Nonetheless, certain specific issues persist, as indicated by students' feedback and suggestions during the interviews. Given the continued prominence of online teaching in specific regions during the post-pandemic period, it is imperative for educational institutions and educators to collaborate in order to enhance the quality of online instruction.
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