Human perceptions influence attitudes and intentions, and can predict actions. Despite the popular use of technology for English language teaching, and the association between learner factors and technology use, little is known about language learners' use of technology for personal and interpersonal learning activities, and whether there is a discrepancy between intention and actual adoption in this specific domain. The study adds to the existing literature by testing the association between university English learners' intention to use technology to achieve personal and interpersonal English learning purposes, attitude towards technology, and perceived usefulness of technology. It examined predictive paths between intended and actual technology use by university learners. With reference to 539 returned questionnaires collected from four language and education disciplines in a private university in Hong Kong, the respondents showed a positive attitude and perceptions towards the use of technology for English language learning. However, their actual adoption of technology to achieve personal or interpersonal learning purposes was not commensurate with the two key learner factors and intention. Students' discipline and level of study mediated the two learner factors, resulting in different actual English learning behaviours. Recommendations for practitioners to maximise and support technology use by students for learning are given.