The rise of translation technologies has transformed language learning, offering English-related majors valuable tools for overcoming linguistic barriers and enhancing translation performance. However, the interplay of key factors influencing the actual use of these technologies among this demographic remains underexplored. This study investigates the relationships between second language (L2) motivation, performance expectancy, and L2 grit in shaping the use behavior of translation technologies, focusing on their direct and mediating effects. Using data from 554 juniors and seniors from six universities, the study reveals that L2 motivation significantly predicts performance expectancy, L2 grit, and use behavior. Performance expectancy directly influenced L2 grit, both of which subsequently affected the use behavior. They also mediate the relationship between L2 motivation and use behavior, with significant sequential mediation involving both factors. The results highlight the importance of motivational and cognitive factors in optimizing translation technology use, offering valuable insights for educators and technology developers aiming to support English-related majors in multilingual and globalized contexts.
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