This study investigated the factors influencing English as a Foreign Language (EFL) teachers' intention to teach with technology (IT2) by exploring innovative theoretical frameworks. Drawing upon the Technology Acceptance Model (TAM), the Unified Theory of Acceptance and Use of Technology (UTAUT), and the Teacher Technology Integration Framework (TTIF), this research proposes a comprehensive model to understand the complex interplay between personal, technological, and contextual factors affecting EFL teachers' intention to use technology. The study employed a mixed-methods design by administering quantitative surveys and qualitative interviews with EFL teachers teaching in two distinct contexts: a resource-limited context (LRC) and a resource-rich context (RRC) in Indonesia. The results showed that all factors from the compared theoretical frameworks affected all participants, albeit with differing scores and levels between LRC and RRC. Subsequently, the investigation proposed an empirical data-based innovative IT2 framework that is adaptable and adoptable for future research. Hence, this study underscores the importance of taking a comprehensive approach to investigate any topic and provides recommendations for educational institutions and policymakers.