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Exploring the impact of artificial intelligence on English language teaching: A meta-analysis
- Truvace record
- TRV-2026-2831raw data (JSON)
- Version
- v1Published
- First published
- Evidence type
- Systematic review or meta-analysis
- Sources
- 1 sourcePeer-reviewed
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The proposed meta-analysis study examines the pedagogical role of artificial intelligence (AI)-based interventions in English as a Foreign Language (EFL) education through a synthesis of empirical evidence of 23 peer-reviewed experimental and quasi-experimental experiments published in 2019–2025. Scheduling a strict systematic review process in accordance with the PRISMA principles, the work investigates AI solutions, including chatbots, automated writing assessment platforms and virtual reality applications, as…
The gain
A meta-analysis of 23 experimental and quasi-experimental studies from 2019–2025 found AI tools were linked to a large pooled improvement in English-as-a-foreign-language learning outcomes (g = 1.10, 95% CI 0.75 to 1.44).
What this doesn’t fix
Heterogeneity across the 23 studies was very high (I2 = 92.66%), so results differ substantially by tool, learner group and measurement method.
Sources
1 on file- Acta Psychologicadoi:10.1016/j.actpsy.2025.105649
Cite this record
v1Truvace Impact Record TRV-2026-2831, v1: “Exploring the impact of artificial intelligence on English language teaching: A meta-analysis.” Truvace, 2026-11-12. /record/TRV-2026-2831 (accessed on the day you copy it). sha256 fe3b457aa19bae10…
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