This study examines how learners’ attitudes vary regarding English language learning in general and online English language learning in particular, and notes how students with different levels of English adapt to the different learning contexts. Ninety-five participants were classified into low-, medium-, and high-proficiency groups based on their English performance. A background questionnaire, along with the Attitudes towards English Language Learning (AELL) scale, and the Attitudes towards Online English Language Learning (AOELL) scale were employed in the study. The findings of the study indicate that the performance of the high- and medium-proficiency groups was significantly greater than that of the low-proficiency group in terms of cognition and learning-effort on the AELL and surplus value of online English language learning on the AOELL. Based on those results, this study suggests pedagogical implications and in-class activities teachers can use to better foster positive learning attitudes in their EFL classes.