While self-regulation (SR) in student and teacher interactions in online environments, foreign language enjoyment (FLE), and foreign language anxiety (FLA) are significant issues in the English as a foreign language (EFL) learning process, research on SR in student and teacher interactions in online environments seems scarce in the EFL research context. This descriptive and correlational study aims to determine the levels of SR in student and teacher interactions in online learning environments, FLA, and FLE, and examine whether SR in student and teacher interactions in online learning environments predicts FLA and FLE. The sample group in the current study consisted of 312 students enrolled at the Department of English Language Teaching (ELT) of state universities. Data was collected using a background questionnaire, the Scale for Self-regulation in Student and Teacher Interactions in Online Environments, the Foreign Language Classroom Anxiety Scale (FLCAS), and the Foreign Language Enjoyment Scale (FLES). Descriptive statistics, regression analysis, and the Pearson correlation were preferred for data analysis. The study concluded that EFL learners exhibit high levels of SR in student and teacher interactions in online environments and FLE while experiencing a moderate level of FLA. It was also concluded that SR in student and teacher interactions in online learning environments predicts FLE and FLA among EFL learners.