With the burgeoning advancements in mobile technology, mobile learning has garnered significant interest across various sectors, emphasizing its crucial role in enhancing educational frameworks and nurturing students’ core competencies. This study uses the UTAUT model to create a research framework for the factors that affect teaching college English using mobile technology. Taking first-year students to junior students of a university as an example, the study collects relevant data through questionnaire surveys. It carries out correlation analysis, difference test, and regression analysis to explore the factors influencing college students’ English mobile learning. Then, combined with the SAMR model, the English teaching model of online integration and teacher-student synergy is proposed. The design of teaching experiments is used to study the effect of this paper’s teaching model. The analysis shows that community influence, performance expectations, effort expectations, content and resources, and perceived self-efficacy all have a positive effect on mobile technology use in English teaching (p < 0.001), with the effects of perceived self-efficacy (0.363) and performance expectations (0.331) being particularly significant. The receptive vocabulary, output vocabulary, and comprehensive test of the students in the experimental class improved by 12.34%, 20.65%, and 15.84%, respectively, and the application of mobile technology under the SAMR model has a significant contribution to the improvement of college students’ English proficiency.