This study sought to explore the affective factors that influence effective language instruction, especially, attitudes and motivation, and how language instructors’ motivation to and attitudes towards e-learning affect students’ achievement in courses delivered online via Blackboard®. The findings indicate that instructors had positive perceptions towards using e-learning as an assistive teaching tool, which are mostly influenced by the instructors’ demographics and experience. It was also demonstrated via introspective interviews that instructors were highly motivated, instrumentally and intrinsically, in using e-learning tools in their teaching. Based on these findings, pedagogical implications and suggestions for effective e-learning are presented.