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TRUVACE RECORD VERSION
record: TRV-2026-2758
version: 1
kind: certified
reason: Certified into the record
timestamp: 2026-11-12T17:20:10.285707Z
status: published
lens: g_space
sector: science
headline: The Impact of Digital and Artificial Intelligence Technologies on the Improvement of Foreign Language Listening, Speaking, Reading and Writing Skills: A Meta‐Analysis
dek: ABSTRACT Background With the continuous advancement of educational technology, the application of digital and artificial intelligence (AI) technologies in foreign language learning has gradually become an effective means of enhancing language skills. Utilising personalised feedback, intelligent learning support and instant interaction, these technologies have been widely adopted for cultivating foreign language skills such as listening, speaking, reading and writing. However, existing meta‐analysis primarily foc…
gain_title: A meta-analysis of 40 studies with 3,367 participants found digital and AI technologies had a large positive effect on foreign language proficiency (overall effect size 0.962).
problem_title: (none)
trace_subject: (none)
gain_reading: A meta-analysis of 40 studies with 3,367 participants found digital and AI technologies had a large positive effect on foreign language proficiency (overall effect size 0.962).
gain_evidence: synthesising 40 relevant empirical studies published between 2014 and 2025, encompassing 3367 participants | with an overall effect size of 0.962, representing a large effect
problem_reading: (none)
problem_evidence: (none)
quick_read: A meta-analysis in the Journal of Computer Assisted Learning pooled 40 empirical studies published between 2014 and 2025, covering 3,367 participants. It found digital and AI technologies had a large positive effect on foreign language proficiency, with an overall standardised mean difference of 0.962.

Positive effects appeared in listening, speaking, reading and writing, but the differences between skills were not statistically significant. AI tools and general digital technologies both showed significant benefits, and the gap between the two groups was not significant.

The analysis found that research design, intervention duration and the number of technologies used were linked to differences in effect size. Longer programmes or more technologies did not necessarily produce better results, and those patterns were not linear.
limitation: The duration and number-of-technologies findings should be read cautiously, because the patterns were not linear and some subgroups contained only a small number of studies.
tag: Evidence-backed gain
key_points: The review pooled 40 empirical studies from 2014 to 2025 with 3,367 participants in total. | It used standardised mean differences and a random-effects model to estimate the overall effect. | The overall effect size was 0.962, described as large. | No significant differences emerged across language skill types, educational levels, sample sizes, learning environments or technology types. | AI technologies and general digital technologies both showed significant positive effects, with no significant gap between them. | Research design, intervention duration and number of technologies used did differ significantly between groups. | Longer interventions or more technologies did not necessarily lead to better learning outcomes.
rundown: The authors set out to fill a gap: earlier meta-analyses mostly looked at single technologies or individual language skills. This one combined many tools, covering personalised feedback, intelligent learning support and instant interaction, across all four skills.

Moderator analyses tested sample stratification, learning outcomes, research design and technology type. Effects were positive in listening, speaking, reading and writing, but skill type did not significantly explain differences in results.

The authors conclude that effectiveness should not be credited to a particular tool or category. Study design, intervention length and how multiple technologies are combined may shape the estimates, so tools should be matched to teaching goals, learner characteristics and implementation conditions.
sources:
- peer_reviewed | Journal of Computer Assisted Learning | https://doi.org/10.1002/jcal.70325 | 2026-09-08
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