International Journal of
Information and Education Technology

Abstract

This mixed-methods study evaluates the efficacy of Teacher-mate Technology (TMT) within a Bloom’s Taxonomy (BT) framework in Technology-Enhanced Language Learning (TELL) among English majors (N = 127). Quantitative and qualitative data were integrated to examine cognitive, strategic, and collaborative learning processes. Results indicate that the experimental group (n = 70) showed stronger knowledge retention (d = 0.80) and greater outcome stability (CV = 14.64% vs. 16.34%), but weaker performance in higher-order discrimination analysis (d = −0.62). Mediation analysis identified two pathways: a strategy pathway via Cognitive Strategy Transfer (CST), supporting lower-order processes (remember / understand/apply), and an integration pathway via Conceptual Network Integration (CNI), facilitating higher-order cognition (analyze / create), with the latter accounting for a larger share of the total effect. Qualitative findings further revealed a strong demand for adaptive learning support and highlighted limitations in evaluative scaffolding. These findings suggest that TMT enhances foundational learning, but it requires teacher-mediated design to support higher-order cognition. Effective implementation depends on a teacher-technology partnership that enables personalized, tiered learning trajectories from procedural knowledge to critical and creative thinking.