The adoption of technology in second language (L2) classrooms has been found a complicated process depending on several factors, two of which may play a crucial role in teachers' technology adoption are emotional intelligence (EI) and self-efficacy beliefs. To date, however, there exists little empirical evidence regarding their interaction to predict L2 teachers' technology adoption in Asian countries. To bridge this gap, this quantitative study collected data through three questionnaires from a sample of 214 Chinese English as foreign language (EFL) teachers. The results of structural equation modeling (SEM) and regression analysis revealed that both EI and self-efficacy could, respectively, predict 89% and 63% of variances in Chinese EFL teachers' technology adoption. Drawing on the obtained results, some conclusions, implications, and directions for future research are presented to avid researchers and educators to heighten their knowledge of educational technology and emotions. Affiliations: Please check and confirm that the authors and their respective affiliations have been correctly identified and amend if necessary. Thank you, the modifications have been completed.