This study investigated the motivation of Taiwanese undergraduate EFL students in learning English-to-Chinese translation and the intention to use a digital game-based learning app called CHEN-slate. The app, consisting of a learning zone, practice zone, and competition zone and including translation skills needed for actual translation practice, was developed as a supportive learning tool to equip students with the necessary translation skills and to enhance their translation experiences. This study was conducted in spring semester in 2020. The responses to a questionnaire, designed based on theories including Dörnyei's L2 motivational self-system and the technology acceptance model, were analyzed quantitatively and qualitatively to identify the most prevalent type of motivation among students to learn English-to-Chinese translation (one-way repeated-measures ANOVA), students' perception toward the use of CHEN-slate, and the relationship between students' intention to use CHEN-slate and their learning motivation (linear regression analysis). Moreover, the pre-test and post-test variables were compared by using a paired-sample t test. The results of the study indicated that achieving the ideal self-image and translation learning experience are the most prevalent motivation types that encourage Taiwanese students to learn translation. The findings of this study also indicate that students have positive attitudes toward the adoption of CHEN-slate and have high intention to use the app facilitate their learning process. Finally, a significant positive relationship was found between students' intention to use the app and their translation learning experience. This study offers pedagogical implications for instructors in translation courses to enhance students' learning motivation and effectively use game-based learning apps in translation courses.