Integrating technology into the foreign language classroom has been called for in recent decades, but the in-service teachers seem reluctant to respond actively. In order to bridge the gap between policies and practices, this study aims to investigate the factors affecting in-service EFL teachers' affordances transfer behavior of ICT resources in China, with the Unified Technology Acceptance and Use Theory (UTAUT) as the research framework. The research comprised a cohort of 585 EFL teachers from various universities in China, who undertook a questionnaire designed to measure their responses to the perceived affordances, social influence, facilitating conditions, behavioral intention and utilized affordance. Structural equation modeling was employed as an analytical technique for the proposed model in the study. Overall, the model accounted for 60% of the variance in the EFL teachers' behavioral intention and 35% of the variance in their utilized affordances. The findings of the study may illuminate future practices for successful technology integration in language teaching.