The present study aimed at investigating the correlations between online learning readiness (OLR) and motivation (M) toward English learning achievement (ELA). The study employed a correlational design by gathering quantitative data from 35 first-semester students at the English Education Department at a public university in Indonesia. The data were collected by distributing the OLR questionnaire, which was adapted from the Online Learning Readiness Scale (OLRS) developed by Hung et al. (2010), administering a motivation questionnaire adapted from Gardner's (2004) Attitude/Motivation Test Battery (AMTB), and documenting the students' midterm test scores, which represented their ELA. The researchers used Pearson product-moment correlation reliability to identify how well the test items correlated with the other variables. The data were then analyzed using SPSS 23 version. The result shows that the students exhibited OLR in "ready" level and "very high" motivation level to learn at the time of the research implementation. Both OLR and motivation had positive correlations with students' ELA. OLR was strongly correlated to ELA with r=0.647 (sig.=0.000). Meanwhile, motivation had a lower Pearson correlation score (r=0.497, sig.=0.002) that showed a moderate correlation toward ELA. Hence, OLR contributed more to ELA than motivation.