<p>Critical thinking (CT) has long been acknowledged as a fundamental goal of higher education, but how it associates with technology acceptance (TA) and learner engagement (LE) of Chinese learners of English as a foreign language (EFL) at the college level is underexamined. This article aimed to investigate the interrelationships among technology acceptance, learner engagement and critical thinking. Descriptive statistics generated from the questionnaire data disclosed that the 1026 participants exhibited decreasing but acceptable levels respectively in TA, LE and CT. Correlation analyses manifested the significant effects of both technology acceptance and learner engagement on critical thinking. Regression analyses further highlighted learner engagement played as a mediator in the correlation between the other two variables. Additionally, technology acceptance was also found to mediate the influence of learner engagement on critical thinking to a minor degree. By addressing the research gap on the intricacies of the three factors stressing the bidirectionality of TA and LE, the study offered valuable pedagogical insights into engagement-enhancing integration of technology into College English course to promote learners’ acceptance and proper use of technology for cultivating critical thinking at the tertiary level.</p>