This study examined the correlation between online self-regulation and self-efficacy in English learning using the questionnaire responses of 48 third-year university students. Principal component analysis reduced the online self-regulation to four valid sub-scales named help-seeking, goal setting, environment structuring, and self-evaluation. Meanwhile, the self-efficacy showed only two sub-scales labelled speaking and writing, and listening. Cronbach's alpha analyses confirmed all the scales and subscales to reach acceptable reliabilities. Pearson coefficients demonstrated the existence of statistically significant relationships between some sub-scales of self-regulation and that of self-efficacy. Regression analyses confirmed that the time management sub-scale of English learning self-regulation was a predictor for listening, writing, and reading sub-scales of self-efficacy. The findings of this study may be helpful for the design and implementation of future online English learning courses.