Investigating the revolution of information technology that stormed the classroom and the necessity of integrating it into the educational process as an integral part of it is considered a projecting subject that requires ample attention. So, this study aimed to explore the Jordanian EFL students' views on the impact of online learning on their academic achievement and self-motivation. To achieve this objective, a questionnaire developed by the researcher was used as the main tool for collecting data. The quantitative method based on a questionnaire was used in this study. Data were collected by administrating the questionnaire to 388 students, who were randomly selected, from 3 different universities. The results revealed that students have a moderate level on the impact of online learning on their academic achievement as well as on their self-motivation, though the former is higher. In addition, the results showed that the impact of online learning on both self-motivation and academic achievement is influenced by gender and Grade Point Average (GPA). Accordingly, a significant link was found between academic achievement and self-motivation. Finally, the study recommended that both academic achievement and self-motivation require coordination and interaction among their various aspects. In addition, it recommended administrators and educational planners pay more attention to motivation and academic achievement components. Finally, online learning should not be applied without first conducting research about the readiness of students or instructors in order to assist them in maintaining e-learning practices. Keywords: Jordanian EFL Students, Online Learning, Academic Achievement, Self-Motivation.