This study examines the relationships among intrinsic motivation, critical variables related to technology adoption, and students’ behavioral intention in Mobile-assisted language learning (MALL). To test the hypothesized model through a path analysis, 169 survey responses were collected from undergraduate students who were foreign language learners of English in a Chinese research university. The results indicated that although intrinsic motivation did not have a direct influence on students’ behavioral intention in MALL, it had a positive influence on students’ behavioral intention through the two intervening variables, perceived usefulness and task technology fit. Perceived ease of use, however, was not associated with students’ behavioral intention directly, nor was it predicted by intrinsic motivation. The findings suggested proper instructional design that is aligned with and supports the language learning task was important to increase students’ behavioral intention to adopt mobile devices for language learning.