This study examined the impacts of contextual and personal variables on out-of-class technology use for English as a second/foreign language (ESL/EFL) learning among 1079 adolescents. It was found that girls reported more individualized and collaborative out-of-class technology use, and less computer anxiety in technology use than boys did. Results showed that contextual variables including teacher, peer, and family support significantly and positively predicted actual use of technology for out-of-class English learning. Personal characteristics such as perceived usefulness and perceived ease of use predicted use intention. Computer anxiety was found to have negative impacts on boys' out-of-class technology use. The findings indicate that family and peer support deserve much greater attention in promoting students' out-of-class technology use for language learning.