Although the concept of ubiquitous technologies has been introduced to many parts of society, there have been limited applications, and little is known about learners' behavior toward ubiquitous technologies, particularly in the context of English learning. This study considers a sample of Korean students to identify the key factors that influence English-language learners' (ELLs') satisfaction with ubiquitous learning (u-learning). The proposed model incorporates ubiquitous characteristics (omnipresence, context customization, interactivity, self-directed learning, and perceived enjoyment) as well as learner characteristics (innovation, learning motivation, and computer self-efficacy) and their impact on ELLs' satisfaction. In addition, the study assesses the effects of satisfaction on expectation in the context of English learning and employs structural equation modelling (SEM) to test the hypotheses. The results were based on a sample of 376 students using u-learning to study English and indicate that all the variables for ubiquitous characteristics and two variables for learner characteristics (innovation and computer self-efficacy) had significant effects on satisfaction with u-learning and that this satisfaction had a positive effect on expectation.