Beyond Language Gains
A Meta-Analysis of Non-Linguistic Outcomes of ChatGPT-Integrated English Instruction in South Korea
Bibliographic Data
| ID | 22046885 |
|---|---|
| Authors | Je-Young Lee (0000-0002-1731-4423, Jeonju University, corresponding author) |
| Year | 2026 |
| Volume | 16 |
| Issue | 3 |
| Pages | 481 |
| Publication date | 2026-03-20 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci16030481 |
| OpenAlex | W7139129987 |
| Language | EN |
| References cited | 39 |
This meta-analysis investigates the outcomes associated with ChatGPT-integrated English instruction on non-linguistic outcomes in South Korea. Following the PRISMA 2020 guidelines, 22 experimental studies (k = 26, N = 1303) were synthesized using a random-effects model, which revealed a significant medium overall effect size (g = 0.55). Subgroup analyses showed medium-to-large effects in Affective (g = 0.67) and AI Literacy (g = 0.59) domains, but a small effect on Cognitive/Metacognitive outcomes (g = 0.17). Moderator analyses (e.g., educational level, duration) yielded no significant differences, suggesting a meaningful overall trend across contexts. However, the descriptive disparity between affective gains and cognitive growth indicates an ‘Affective–Cognitive Gap.’ Findings suggest that while ChatGPT is associated with a reduction in psychological barriers—partly by reducing mental effort—it may lead to ‘cognitive offloading’ without intentional pedagogical scaffolding. The study concludes that mere tool adoption is insufficient. To prevent a ‘plateau effect’ after the initial novelty wears off, instruction must evolve from passive use to ‘agentic engagement’ through structured metacognitive routines. These results emphasize the necessity of teacher-mediated integration to repurpose AI-afforded efficiency toward higher-order evaluative and critical thinking tasks
Cognition · Descriptive statistics · English as a second language · Literacy · Medium of instruction · Metacognition · Moderation · Novelty · AI in Service Interactions · Artificial Intelligence in Healthcare and Education · Online Learning and Analytics
Introduction to Meta‐Analysis
Research Synthesis and Meta-Analysis
Languages Are Still a Major Barrier to Global Science
Exploring AI-mediated informal digital learning of English (AI-Idle)
The Effect of English-Language Restriction on Systematic Review-Based Meta-Analyses
ChatGPT for Language Teaching and Learning
Developing AI Literacy for Primary and Middle School Teachers in China
Trim and Fill
Bias in meta-analysis detected by a simple, graphical test
The PRISMA 2020 statement
Conducting Meta-Analyses in R with the metafor Package
Retracted Article
What Is the Impact of ChatGPT on Education? A Rapid Review of the Literature
Does ChatGPT enhance student learning? A systematic review and meta-analysis of experimental studies
A meta-analysis of the reliability of second language reading comprehension assessment tools
Individual differences in second language acquisition
How Big Is "Big"? Interpreting Effect Sizes in L2 Research
Becoming a Self-Regulated Learner
The file drawer problem and tolerance for null results
A Study on the Efficacy of ChatGPT-4 in Enhancing Students' English Communication Skills
| Highly cited | No |
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