The main purpose of this study is to explore the relationship among English learning motivation, action control, meta-cognition, and academic achievement of Early Childhood Education and Care (ECEC) Department students. A questionnaire survey was conducted among 499 ECEC Department students to collect data. The instruments employed in this study included: learning motivation inventory, action control inventory, meta-cognition inventory, and the English Achievement Test (listening, reading, and writing). The obtained data was analyzed by structural equation modeling (SEM). The major findings were: (1) Except for the Chi square test, which is easily influenced by sample size, the results indicate that ECEC students' English academic achievement is signifïcantly influenced by learning motivation, action control, and meta-cognition. (2) Structural equation modeling analysis shows that the direct effects are significant regarding learning motivation with action control, learning motivation with meta-cognition, learning motivation with academic achievement, action control with meta-cognition, and meta-cognition with academic achievement; the indirect effects are significant regarding learning motivation with meta-cognition, learning motivation with academic achievement, and action control with academic achievement.