With the spread of online education, many studies highlighted the crucial role of digital literacy in second/foreign language (L2) learning. However, the influence of such a competency on L students' perceived emotions has remained under-research. To fill this lacuna, this study used a quantitative design via three questionnaires to investigate the predicting role of students' digital literacy (DL) in their perceived enjoyment and online learning self-efficacy (OLSE). To do so, a sample of 987 Chinese English as a foreign language students, at university level, were invited to partake in the study. The results of structural equation modeling demonstrated that DL could predict about 95% of changes in the participants' FLE ([beta] = 0.949, p < 0.001). Furthermore, it was found that about 92% of changes in Chinese students' OLSE could be significantly predicted by their DL ([beta] = 0.916, p < 0.001). Drawing on the obtained results, the study presents discussions and implications for L2 educators regarding the role of digital literacy in students' perceived emotions.