This classroom quasi-experiment aimed to learn if and to what degree supplementing classroom instruction with Rosetta Stone (RS), Tell Me More (TMM), Memrise (MEM), or ESL WOW (WOW) impacted high-stakes English test performance in areas of university-level writing, reading, speaking, listening, and grammar. Seventy-eight (N = 78) Chinese learners of English in a cross-border higher education program with a Midwestern U.S. state comprehensive university made up the participants. From the pretest/posttest repeated-measures design, quantitative results included (1) no practice-and-drill software group (RS, TMM, and MEM) significantly outperforming the reference software group (WOW) although statistically significant improvements appeared among subsections of the test and among test totals; (2) no significant correlation between number of hours spent using technology and posttest scores; and (3) statistically significant differences between female and male participants in all groups in the areas of pretest scores, posttest scores, and total number of hours using language-learning software over the study's 15-week period. These findings offer insight into supplementing language classroom instruction with language learning software in Mainland China, with implications for language teachers across Asia.