Studies have found that learning motivation is influenced by various factors including students’ personal backgrounds and different learning environments. In the course of the COVID-19 pandemic, the safest option to establish teaching and learning is through online learning, substituting the old face to face style to avoid physical contact. Conducted in Indonesian context, this research examines the effects of gender, socio-economic background, and ICT availability on senior high school students’ English learning motivation in online context during the COVID-19 pandemic. The data was collected using a motivational questionnaire which comprises several items indicating motivational components. Confirmatory Factor Analysis (CFA) was then employed to validate the research data. Structural Equation Modelling (SEM) was utilized to analyse how students’ gender, socio-economic background, and ICT availability affect their learning motivation. Instrumental orientation, self-efficacy beliefs, and self-regulation were the three components used to measure students’ learning motivation based on the Motivational Systems Theory (MST). The results indicate that gender significantly affect students’ English learning motivation in online setting in which female students demonstrating higher levels of overall motivation than their male peers. Students’ socio-economic background has indirect effects towards students’ English learning motivation through their ICT availability as the mediating factor. Furthermore, the findings show that students coming from higher level of socio-economic status tend have more access to ICT which eventually lead to a higher level of learning motivation.