The purpose of this study is to analyze the mediating effects of mentoring functions in college students and motivation levels in virtual, web-based, constructivist English classes. It is also intended to analyze the effects of web-based interactions on constructivist learning. For this, a survey was conducted on 210 college students all of who participated in a ‘Media English’ class. Correlation analysis, simple regression analysis, and hierarchical multiple regression analysis were conducted to verify three research hypotheses. This statistical analyses showed the results that 1) the mentoring function turned out to influence interactions in the virtual constructivism learning framework; 2) the mentoring function turned out to influence learning motivation in the virtual web-based constructivism learning framework; 3) mentoring function as an independent variable in the virtual web-based constructivism learning turned out to influence learning motivation as a dependent variable of college students through the media of interaction as a parameter. Therefore, the results indicated that the mentoring function influenced learning motivation levels of college students through interaction in the virtual web-based constructivist English learning framework.