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The issue of motivation in synchronous online teaching and learning is still an area of continued research and development. This research seeks to determine the roles played by cognitive presence, teaching presence and social presence concerning external and internal motivational factors and the students’ academic performance with a particular focus on the effect of the two motivational factors on the English performances of EFL learners learning online in a parallel mode. Questionnaires were administered to 233 EFL students at a private university in the Mekong Delta in Vietnam. The effects of the research variables under consideration were analyzed by Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings indicate that cognitive presence significantly influences both external and internal motivation. Teaching presence positively impacts external motivation, but not internal motivation or academic performance. Whereas social presence does not significantly affect motivation or academic performance. External motivation was found to positively influence academic performance, while internal motivation showed no significant effect. These results suggest that enhancing cognitive and teaching presences can effectively enhance students' external motivation, which in turn improves academic performance in synchronous online EFL learning. The study highlights the need for well-designed instructional strategies and active facilitation to engage students. The study’s limitations include employing cross-sectional research design, and participants engaging in one institution only, a recommendation for future research, that is, the use of longitudinal research designs and large samples. These findings are crucial for educators and policymakers who aim to optimize online educational strategies to enhance students' ...
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