360° videos have yielded satisfactory outcomes in English learning. However, there exists a dearth of research that delves into the efficacy of these videos for self-directed learning of English. This study aimed to investigate the factors that influence students' use of 360° videos in self-directed learning of English by using the integrative model of behavior prediction as the theoretical background. The study sample consisted of 457university students from China. A questionnaire was used to collect data. The questionnaire entailed few open questions and 26 items distributed among six factors: Attitudes, self-efficacy, subjective norms, behavioral intention, self-regulated skills, and actual use. SPSS 22.0, JASP, and SmartPLS 4 were used for data analysis. The results revealed significant direct effects of attitudes and self-efficacy on behavioral intention and direct effects of behavioral intention and self-regulated skills on actual behavior. However, the results showed that subjective norms and self-regulated skills did not have a direct effect on the behavioral intention, and that behavioral intention did not affect actual behavior through self-regulated skills. The implementation of 360° videos garnered interest among students for self-directed learning of English. The influence of self-regulatory skills on the utilization of 360° videos is noteworthy, as it may contribute to fostering a sense of ease and comfort among students and other stakeholders.