The increasingly global nature of our lives provides a suitable foundation for integrating technology into all aspects of human life in general and education in particular. Hence, the focus of the present study was to compare the impact of human and technology-based mediators on vocabulary development and social identity of young English language learners. Over 6 months, two groups of 30 learners (15 students in each group) were exposed to two forms of mediation: the teacher and computer-made mediators. Pre-tests and post-tests were used to measure learners’ improvements in vocabulary development and social identity. A small change in vocabulary development was observed for the teacher-mediated group, but no change was observed in their social identity. However, learners involved in computer-mediated instruction proved superior compared to the teacher-mediated group in both vocabulary development and social identity. It shows that the learners interacting with a computer mediator surpass those interacting with a human-made mediator, namely the teacher. This makes us believe that nonhuman mediators (technology in this study) may prove more effective than human mediators, which may be attributed to the enticing features of technology that can enhance learners' motivation and interest. Manuscript profile