The aim of this mixed method study was to investigate the influences of synchronous, asynchronous, and bichronous learning modes on students' self-regulated and perceived learning in learning English language online. The influential differences among modes were also explored. Three intact groups of first year non-majored undergraduate university students (N = 142) enrolling in the online Foundation English course at a public university in Thailand were assigned to the researcher as the participants of the study. Three different learning modes were appointed randomly to three different groups of students; synchronous (n = 53), asynchronous (n = 42), and bichronous (n = 47) online learning modes over a 5-week of 12-week period. After that, the primary synchronous online learning mode preferred by the university resumed for asynchronous and bichronous learning. As for synchronous learning, the instruction remained the same as it already focused on real-time communication. The Online Self-Regulated English Language Learning Questionnaire (OSELLQ), the Cognitive, Affective, and Psychomotor (CAP) perceived learning scale, and the learning diary were used to collect data. The results revealed that each mode both uniquely promoted and obstructed participants in self-regulated and perceived English language learning, by providing a specific opportunity for the participants to self-control their learning with an expectation of the participants-modes compatibility. This expectation led to a varied level of perceived English language learning in different learning modes.