Post-pandemic, research in online L2 learning has increased significantly. Both institutions and practitioners have expressed interest in expanding online L2 teaching, emphasizing the need to support and facilitate effective learning in these environments. Success in face-to-face L2 learning does not always translate to comfort in or readiness for online contexts, and students face challenges such as difficulty using unfamiliar academic focused technology and building relationships with classmates and instructors. While online learning is a complex topic with multiple contexts (e.g. asynchronous, synchronous, hybrid), the chapter will focus on insights from self-regulated learning (SRL), the community of inquiry (CoI) framework, and educational psychology—particularly the use of SRL prompts—to help students acclimate to online L2 learning environments. Drawing on research and theory, this chapter provides practical strategies to promote independent learning, as well as facilitate communication, in online environments. It is hoped that readers gain ideas on how to adapt these suggestions into their own unique teaching or research contexts.