In this study, the aim was to analyze the effects of the use of educational artificial intelligence (AI) tools in the English teaching and learning environment of elementary, middle, high school, and university students in Korea. The study applied a quantitative meta-analysis method to collect and reanalyze individual studies that have been previously conducted, comprehensively and systematically examining their effectiveness. The purpose was also to explore the variables influencing the differences in the effectiveness of educational AI tool usage. A total of 876 papers were retrieved from the literature database, and 14 papers meeting criteria such as topic consistency and effect size data provision were selected for analysis. Overall, according to the meta-analysis results, English educational AI tools used in the teaching and learning environments of Korean elementary and middle, as well as universities, showed a positive effect on improving students' English proficiency. The effect size (ES = 0.410) was analyzed to be of moderate magnitude. Differences in the effectiveness of AI teaching tools were observed among school levels, teaching methods did not contribute to the differences in effectiveness, and the type of AI tool was a significant variable affecting the differences in the effectiveness of tool usage.

Keywords: English language learning, artificial intelligence, meta analysis.