With the increasing use of mobile applications for educational purposes among university students, enhancing the efficiency of mobile instruction and learning is a key concern in higher education. It is, therefore, necessary to explore students' mobile learning habits and to identify the factors that influence their mobile learning to further improve relevant aspects of teaching practice such as course curriculum and activity design. Based on the technology acceptance model, the theory of perceived behavior, and in light of the models proposed by other researchers, the current study explored the potential influential factors of learners' continuous intention to use mobile learning. The study employed the questionnaire for data collection from 197 language major students in China and PLS-SEM for data analysis. The study results show that the lecturer's influence and personal innovativeness are significant factors in students' continuous intention to use mobile learning. Factors such as satisfaction and subjective norms were found to have no significant impact on learners' continuous intention of using mobile learning. Practical suggestions for the integration of mobile learning tools and resources into the curriculum would help guide stakeholders in leveraging mobile learning to enhance student's learning outcomes in higher education.