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L2 Students' Speaking Skills in Robot-Assisted Language Learning: A Meta-Analysis

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Title: L2 Students' Speaking Skills in Robot-Assisted Language Learning: A Meta-Analysis
Language: English
Authors: Yongliang Wang (ORCID 0000-0002-4672-8481), Ziwen Pan (ORCID 0000-0001-6018-4129), Mehdi Solhi (ORCID 0000-0002-0355-9171)
Source: European Journal of Education. 2026 61(1).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 12
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Information Analyses
Descriptors: Second Language Learning, Robotics, Technology Uses in Education, Program Effectiveness, Language Skills, Oral Language, Effect Size, Anxiety, Predictor Variables, Instructional Program Divisions, Second Language Instruction
DOI: 10.1111/ejed.70416
ISSN: 0141-8211
1465-3435
Abstract: Previous studies on the impact of robot-assisted language learning (RALL) interventions on second language (L2) learners' speaking skills have yielded contradictory results. To clarify the interrelationships among these variables, the present study employed a meta-analysis to synthesise previous studies. A total of 89 potential studies were screened, with 15 meeting the inclusion criteria based on rigorous methodological standards. The included experimental studies varied considerably in design, sample size, intervention type and measurement tools. To ensure comparability across studies, quantitative outcomes were standardised using Hedge's g, minimising small-sample bias. Effect size calculations and meta-regression analyses were conducted using Comprehensive Meta-Analysis (version 4), with moderators including learners' anxiety, academic level and sample size. RALL has a statistically significant positive effect on L2 speaking skills, with pooled effect sizes demonstrating both consistent and substantial impacts when accounting for heterogeneity across studies. Meta-regression revealed that higher anxiety levels and larger sample sizes were significant positive predictors of effect sizes, whereas academic level showed no significant influence. These results suggest that while anxiety is often conceptualised as a barrier, it may under certain conditions motivate learners to engage more actively in RALL tasks. The findings highlight both the potential and limitations of RALL, emphasising the need for cautious interpretation given the small number of studies and variability in contexts. Future research should further investigate contextual and demographic moderators, as well as long-term outcomes, to refine understanding of how RALL can be effectively integrated into L2 speaking instruction.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1497794
Database: ERIC
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  Data: L2 Students' Speaking Skills in Robot-Assisted Language Learning: A Meta-Analysis
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  Data: <searchLink fieldCode="AR" term="%22Yongliang+Wang%22">Yongliang Wang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4672-8481">0000-0002-4672-8481</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ziwen+Pan%22">Ziwen Pan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6018-4129">0000-0001-6018-4129</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mehdi+Solhi%22">Mehdi Solhi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0355-9171">0000-0002-0355-9171</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Education%22"><i>European Journal of Education</i></searchLink>. 2026 61(1).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Y
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  Data: 12
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  Data: Journal Articles<br />Reports - Research<br />Information Analyses
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  Data: <searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Robotics%22">Robotics</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Skills%22">Language Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Oral+Language%22">Oral Language</searchLink><br /><searchLink fieldCode="DE" term="%22Effect+Size%22">Effect Size</searchLink><br /><searchLink fieldCode="DE" term="%22Anxiety%22">Anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Program+Divisions%22">Instructional Program Divisions</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink>
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  Data: 10.1111/ejed.70416
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  Data: 0141-8211<br />1465-3435
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Previous studies on the impact of robot-assisted language learning (RALL) interventions on second language (L2) learners' speaking skills have yielded contradictory results. To clarify the interrelationships among these variables, the present study employed a meta-analysis to synthesise previous studies. A total of 89 potential studies were screened, with 15 meeting the inclusion criteria based on rigorous methodological standards. The included experimental studies varied considerably in design, sample size, intervention type and measurement tools. To ensure comparability across studies, quantitative outcomes were standardised using Hedge's g, minimising small-sample bias. Effect size calculations and meta-regression analyses were conducted using Comprehensive Meta-Analysis (version 4), with moderators including learners' anxiety, academic level and sample size. RALL has a statistically significant positive effect on L2 speaking skills, with pooled effect sizes demonstrating both consistent and substantial impacts when accounting for heterogeneity across studies. Meta-regression revealed that higher anxiety levels and larger sample sizes were significant positive predictors of effect sizes, whereas academic level showed no significant influence. These results suggest that while anxiety is often conceptualised as a barrier, it may under certain conditions motivate learners to engage more actively in RALL tasks. The findings highlight both the potential and limitations of RALL, emphasising the need for cautious interpretation given the small number of studies and variability in contexts. Future research should further investigate contextual and demographic moderators, as well as long-term outcomes, to refine understanding of how RALL can be effectively integrated into L2 speaking instruction.
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  Data: 2026
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        PageCount: 12
    Subjects:
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Robotics
        Type: general
      – SubjectFull: Technology Uses in Education
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      – SubjectFull: Language Skills
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      – SubjectFull: Oral Language
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      – SubjectFull: Effect Size
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      – SubjectFull: Anxiety
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      – SubjectFull: Predictor Variables
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      – SubjectFull: Instructional Program Divisions
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      – SubjectFull: Second Language Instruction
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      – TitleFull: L2 Students' Speaking Skills in Robot-Assisted Language Learning: A Meta-Analysis
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