Adopting a multi-theoretical perspective, this study examined how various motivational factors from three dominant motivational theories of volitional behaviors related to undergraduates’ self- directed technology use for English learning, and how the relationships varied among high, average, and low achievers. Confirmatory factor analysis results supported a holistic model of nine motivational factors that drive these learners’ self-directed technology use for English learning. The study found that motivational factors from different motivational perspectives drove different aspects of self-regulation with technology. Specifically, constructs from the theory of planned behaviors were essential to drive resource and metacognitive management; goal orientation constructs were the salient motivators of learners’ use of technology for emotion management to maintain vigor for learning; and constructs from all three theoretical perspectives were critical to drive learners’ use of technology for goal setting and social regulation. Moreover, the motivational drive for self-directed technology use for English learning varied for learners of different proficiency levels. The findings suggest different motivational factors need to be attended to when encouraging and supporting the use of technology for the regulation of different aspects of English learning and among learners of different language proficiencies.