Educational policymakers believe that providing young children access to technology can boost their academic achievement and activate their latent intelligences. Thus, the purpose of this study was to compare the impact of human and technology-based mediators on ego-resiliency and multiple intelligences 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 ego-resiliency and multiple intelligences. The results revealed that the learners involved in computer-mediated instruction proved superior compared to the teacher-mediated group in their ego-resiliency and multiple intelligences. It shows that the learners interacting with a computer mediator surpass those interacting with a human-made mediator, namely the teacher. Our findings suggest that nonhuman mediators (technology) are more effective than humans, possibly due to their enticing features that enhance learners' motivation and interest.