<p>In an increasingly globalized world, translation technologies are critical in facilitating language comprehension and translation performance, especially among college EFL students. Despite their potential, the factors impacting their actual use in tertiary education remain underexplored. This study employs the UTAUT2 model to identify determinants affecting the usage behavior of translation technologies among this demographic. A validated questionnaire was distributed to 554 EFL students from six universities who had coursework involving translation technologies. The analysis used SPSS 27 and SmartPLS 4, focusing on descriptive statistics and PLS-SEM to evaluate the measurement and structural models. The study found that performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivation, price value, and habit significantly impacted behavioral intention to use translation technologies. Facilitating conditions, habit, and behavioral intention significantly affected actual use behavior. The model demonstrated substantial explanatory power, with R² values of 0.746 for behavioral intention and 0.598 for use behavior. Control variables, including gender, age, and experience, demonstrated no significant impact on use behavior. This investigation pioneers the application of the UTAUT2 model to translation technologies in tertiary education. The results offer theoretical and practical insights for educators, policymakers, and technology developers to improve translation technology adoption and efficient use in educational settings.</p>