Against　the　backdrop　of　declining　motivation　and　growing　social　and　emotional　challenges　in　English　learning　experienced　by　Hong　Kong　primary　school　students,　the　study　aimed　to　profile　an　interactive　pattern　between　relevant　motivational　beliefs　(i.e.,　self-efficacy,　interest,　and　growth　mindset),　social　and　emotional　learning　(SEL)　skills　and　English　learning　achievements.　Data　was　collected　from　913　4th　graders　with　questionnaires　and　an　English　test.　Results　indicated　a　medium-high　level　of　motivation　among　the　participants,　and　a　high　level　of　self-awareness　and　social　awareness　skills　but　a　medium　level　of　self-management　and　social　management　skills　in　terms　of　SEL.　More　importantly,　structural　equation　modeling　(SEM)　analyses　confirmed　the　intricate　interplay　where　the　motivational　beliefs　predicted　English　learning　achievements　through　the　mediation　of　self-awareness　and　self-management　skills.　Our　findings　also　underscore　the　relatively　higher　importance　of　interest　and　growth　mindset　than　self-efficacy　in　English　learning　for　young　children.　Pedagogical　implications　are　discussed.