This study aimed to examine online language learning strategies (OLLS) used and affection in online learning of successful and unsuccessful online language students and investigate the relationships between OLLS use, affection in online learning and online English learning outcomes. The participants included 346 university students completing a compulsory online English course. Based on the grade results at the end of the course, the participants were divided into two groups: successful online language students (SLs, n = 262) and unsuccessful online language students (ULs, n = 84). Participants rated their use of three OLLS: cognitive, metacognitive, resource management, and rated their perceptions of affection in online learning. The main instruments were an OLLS questionnaire, and a stimulated recall with an in-depth interview. The results revealed that OLLS were employed by SLs more significantly when compared to what ULs did. In addition, significant difference was found at the level of 0.01 (p<0.01) between the mean values of SLs and ULs for metacognitive strategies (t = 2.66**). However, there was no significant difference between SLs and ULs use of resources management strategies. Regarding affection in online learning, there was a significant difference in terms of perceptions. Metacognitive strategies and affection in online learning had significant correlations with online English learning outcomes. The results suggest that low English proficiency students lacked online learning skills and experiences in self-directed learning. They may not be ready for learning English online.