Learning motivation is a critical factor in learners' decision to commit, or not commit, to learning tasks. This study investigates the extent and working components of learning motivation in a fully online English as a foreign-language (EFL) course amid COVID-19, drawing upon data from focus groups and a survey delivered to 183 students in an English preparation course (EPC) which was conducted fully online via a video conferencing platform, "Google Meet." Both data sources revealed that students were generally motivated both intrinsically and extrinsically, but extrinsic motivation seemed to be more powerful. Also, all components of motivation were found to be at play with "identified regulation" as the most significant influence. The study additionally reveals several factors which contribute greatly to learning motivation within the online course, including especially pedagogical strategies, teacher support, the perceived usefulness, effectiveness and entertainment values of the course among others. Based on the findings, pedagogical implications and recommendations for further research are discussed.