The emergence of digital game types has opened up significant opportunities to facilitate language acquisition through feedback provision, attracting diverse research strands to explore their potential as arenas for technology-assisted language learning. This study investigates the effects of learner-, peer-, and collaborative-regulated feedback on writing task completion and cognitive load management among Chinese EFL learners. The sample consisted of 44 female and 38 male students, aged 21 to 36 years (mean age = 24.28 ± 3.8 years). A mixed methods research design was employed to concurrently triangulate different strands of data on the effects of feedback regulation types on EFL learners. Methodological triangulation of quantitative and qualitative data was utilized to interpret the intervention results. Quantitative results indicate that learners who rely on collaborative-regulated feedback, combining both learner- and peer-regulated feedback, outperform those using a single feedback type in isolation. This is evidenced by a 15% improvement in writing performance, illustrating a direct correlation with a 20% reduction in cognitive load, thereby suggesting practical strategies for educators in digital learning environments. Qualitative data further support these findings, highlighting the benefits of combining feedback types to enhance self- and peer-regulated learning. The findings endorse the interchangeable use of learner- and peer-regulated feedback to consolidate the coordination between self-regulated and other-regulated feedback exchanges, thereby enhancing writing performance and lowering extraneous cognitive load during CALL courses.