Various studies have been done on shifting toward technology-based second language (L2) education. However, the influence of psycho-emotional factors on students' technology acceptance is overlooked. To fill this gap, the present quantitative study examined the role of students' achievement emotions and technological self-efficacy in predicting their technology acceptance in China. To this end, 380 Chinese students were invited to complete three questionnaires. The results of structural equation modeling revealed that Chinese L2 students' achievement emotions and technological self-efficacy are significant predictors of their technology acceptance; technological self-efficacy uniquely could explain 59% of its variance and students' achievement emotions could explain 75% of its variance. The study also draws some conclusions and offers implications for L2 teachers, students, and school managers to foster the acceptance of technology in L2 education.