As technological advancements are increasing these days, there is a growing interest in the use of web technologies within testing applications that support teaching and learning processes in all educational domains. One of the factors that is believed to influence such applications is learners’ behavioral intentions to use technology. This study has a purpose of examining the constructs that are directly or indirectly affecting participants’ behavioral intention to use listening exams delivered web-based in the 2015-2016 academic year in a ‘Foreign Language’ course with the participation of 929 students. The acceptance model related with computer based assessment was utilized to examine the predictors of participants’ behavioral intention. An online questionnaire was administrated to collect data and data were analyzed through linear regression analyses. The results of the research revealed that perceived usefulness was influenced by content of test, goal expectancy, perceived ease of use, and social influence. Additionally, facilitating conditions and computer self-efficacy significantly predicted perceived ease of use. Also, perceived playfulness was affected by content, goal expectancy and perceived usefulness. Finally, perceived ease of use, perceived usefulness, and perceived playfulness were found to induce direct effect on behavioral intention to use web-based listening test. As a result, web-based testing is expected to be utilized by participants if it is playful, useful, and ease to use and it is seen as playful when it is useful.