This study constructs a theoretical and analytical framework for examining the interplay between the information environment and autonomous English learning by integrating Zimmerman’s self-regulated learning theory with the Technology Acceptance Model (TAM). This integrated framework reveals the underlying connections between learners’ self-regulatory processes and their acceptance of technological tools. Using vocational college students as the target population, this study employs both quantitative and qualitative methods to investigate the roles of the information environment, autonomous learning behaviors, learning psychology, and cross-cultural communication competence. The results demonstrate that the information environment significantly and positively influences both autonomous learning behaviors and learning psychology. Furthermore, cross-cultural communication competence is found to mediate this relationship. On the basis of these findings, several strategies are proposed: educational institutions should enhance intelligent resource databases and promote the development of AI-assisted learning systems; educators are encouraged to strengthen their competence in digital instructional design; and learners should be supported in improving their metacognitive strategies and ability to integrate technological tools effectively.