Studies examining self-regulated learning, ability of execution, and motivation of English learning affect perceived behavioral control, subjective norm and attitude towards accepting or reacting with reminding system as a mediator of intention of using that system. The model coefficients reflect associative (r) and predictive (β) relationships from correlational, regression and path analyses for examining the significance of constructs. The study findings-self-regulated learning of testees is higher, they hold more positive attitude toward the help of email reply system on English learning progress, and have higher willingness to use the system. For testees with higher learning motive, although they less accept friends' and teachers' suggestion to use email reply system, if they think that email reminder system can avoid their quitting halfway, they are still willing to use the system. Subjective norm would directly influence learners' behavior of using email reply system. Attitude toward the behavior achieves learners' behavior through intention. Perceived control behavior can at the same time directly influence the behavior of using email reply system, and can achieves learning behavior through intention.