The current research aims to collect facts to reveal an objective and a general understanding about the factors that predict Chinese college students\u27 technology use in learning English and the correlation between the technology use and students\u27 English learning achievement. Based on the research objectives, a quantitative correlational methodological approach is chosen to explore critical factors of technology use behavior of Chinese college students in learning English. The current study adopted the UTAUT model to explore the acceptance of digital technology in English learning by college students in mainland China and adopted the CET4 and CET6 score to demonstrate Chinese college students\u27 English learning performance. Structural Equation Modeling was used in the current research. This research found that Perceived Usefulness and Social Norms predict students\u27 technology use intention. Students\u27 use intentions and Teachers\u27 Technology Use significantly impact students technology use. Teachers\u27 technology use positively correlates with students\u27 English proficiency score in CET4 and CET6. Students autonomous technology use positively correlates students\u27 English proficiency score in CET6. These findings highlighted the importance of technology use in College English teaching and learning
