The ultimate goals of education and training are the development of learners’ learning outcomes. The prospect of achieving high academic results should function as a driving force for students to be engaged in learning. Recognition of the factors affecting their learning satisfaction should facilitate their learning process, especially in online learning environments such as Massive Open Online Courses (MOOCs). The purpose of this study was to examine the interactions among students’ characteristics, their perceived values of self-regulated learning (SRL) strategies, satisfaction and academic performances. A mixed-methods design was employed to investigate the issue under exploration. The 227 surveyed responses were collected from English majors who had experience in MOOCs and were studying at a private university in Can Tho city in the Mekong Delta, Vietnam. Data from the survey was analysed with the Statistical Package for the Social Sciences (SPSS) 25 for the correlations between their characteristics and the quantitative variables, while Partial Least Squares Structural Equation Modelling (PLS-SEM) was performed to examine the perceived effects of self-regulated learning (SRL) strategies on their satisfaction and academic outcomes. Qualitative data was collected through open-ended survey questions and analysed based on thematic analysis guidelines. The results revealed that SRL strategies such as strategic planning, time management, environment structuring, and help-seeking positively influenced both student satisfaction and academic performance. Notably, the study identified flexible learning time, self-paced learning, and the ability to choose study locations as significant factors enhancing student satisfaction. Conversely, limited social interaction, poor internet connectivity, and low motivation were found to be demotivating factors. Additionally, the study highlighted the importance of gender and prior online learning experience in shaping students' satisfaction and performance in MOOCs. While gender showed no significant correlation with SRL strategies, satisfaction, or academic performance, prior experience in online learning environments, such as the number of completed MOOC courses, was significantly correlated with better academic outcomes. However, a weak negative correlation between students' academic years and their satisfaction was observed, suggesting that more advanced students might face increased academic pressure and higher expectations, leading to lower satisfaction levels. The research underscores the critical role of SRL strategies in facilitating effective learning in MOOCs, especially in the context of English major students who often lack direct interaction with instructors and peers. Training students in SRL strategies can help them better manage their learning processes, overcome challenges, and achieve their academic goals. This study contributes to the understanding of how student characteristics and SRL strategies affect learning in online environments and suggests practical implications for enhancing MOOC experiences. Future research should investigate additional SRL strategies and include a larger, more diverse sample to provide a more comprehensive understanding of their impact on student satisfaction and academic performance in MOOCs. Furthermore, exploring the specific challenges faced by different academic disciplines in MOOCs could offer more tailored solutions to improve online learning experiences.