This research examines the impact of online help-seeking strategies--both adaptive and peer-based--on promoting self-regulated and collaborative learning skills, as well as language learning outcomes, among Chinese EFL learners in computer-assisted language learning (CALL) environments. Employing a mixed-methods approach, the study triangulates various data strands from 92 randomly selected EFL learners to explore how these strategies influence their learning outcomes. Through methodological triangulation and the execution of one-way ANOVA, the research demonstrates the superior effectiveness of combining adaptive and peer help-seeking strategies, compared to their isolated use, in enhancing self-regulated and collaborative learning skills and language learning outcomes. The findings reveal a significant positive correlation between learners' interactive engagement with help-seeking strategies and their overall CALL outcomes, indicating that such strategies support the development of both collaborative and self-regulated learning skills. This study provides theoretical and practical insights into CALL, offering evidence-based guidance for researchers and practitioners on the nuanced impact of integrating dynamic and flexible help-seeking strategies to enhance EFL learners' skills and outcomes.