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Nineteen studies met criteria, showing a substantial overall effect of AI-enhanced instruction (SMD=0.981; 95% CI [0.571, 1.391], p\u003C.001), with stronger improvements in speaking (SMD=1.033). Listening results were positive but not statistically significant. Study heterogeneity reflected differences in populations, settings, and AI applications. 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\nThe effectiveness of artificial intelligence in English instruction for speaking and listening skills: A meta-analysis  \nThada Jantakoon 1  \n 0000-0001-5935-5875  \nThitiJantakun 2*  \n 0009-0007-4250-7589  \nKitsadaporn Jantakun 2  \n 0009-0004-0856-6524  \nWeerapa Pongpanich 3  \n 0009-0005-4540-5719  \nRungfa Pasmala 4  \n 0009-0009-7710-9593  \nPanita Wannapiroon 4  \n 0000-0001-8633-5781  \nPrachyanun Nilsook 4  \n 0000-0003-3019-3635  \n1 Rajabhat Maha Sarakham University, Mahasarakham, THAILAND  \n2 Roi Et Rajabhat University, Roi Et, THAILAND  \n3 Rangsit University, Pathum Thani, THAILAND  \n4 King Mongkut’s University of Technology North Bangkok, Bangkok, THAILAND  \n* Corresponding author: [thiti100@reru.ac.th](thiti100@reru.ac.th)  \nCitation: Jantakoon, T., Jantakun, T., Jantakun, K., Pongpanich, W., Pasmala, R., Wannapiroon, P., & Nilsook, P. (2025) . The effectiveness of artificial intelligence in English instruction for speaking and listening skills: A meta-analysis. Contemporary  \nEducational Technology, 17(4), ep596. [https://doi.org/10.30935/cedtech/17310](https://doi.org/10.30935/cedtech/17310)  \nARTICLE INFO ABSTRACT  \nReceived: 24 Sep 2024  \nAccepted: 26 Jun 2025  \nThe increasing integration of artificial intelligence (AI) in education has raised significant questions about its pedagogical value, especially in language learning. This meta-analysis examines the extent to which AI contributes to the development of English-speaking and listening skills. A systematic review of the literature was conducted by the preferred reporting items for systematic reviews and meta-analyses guidelines, utilizing peer-reviewed studies indexed in Scopus, ERIC, and EBSCOhost from 2017 to 2024. Nineteen studies met the inclusion criteria, all of which utilized experimental or quasi-experimental designs with measurable learning outcomes. The analysis reveals a substantial overall effect of AI-enhanced instruction (standardized mean difference [SMD] = 0.981, 95% confidence interval [0.571, 1.391], p \u003C .001), with particularly notable improvements in speaking proficiency (SMD = 1.033). Although listening outcomes showed a positive trend (SMD = 0.714), the effect did not attain statistical significance. Considerable heterogeneity was noted across the studies, reflecting variations in learner populations, instructional contexts, and AI applications. Quality appraisal using the risk of bias in non-randomized studies of interventions framework indicated a predominantly low to moderate risk of bias. Publication bias analysis, including funnel plot symmetry and fail-safe N, further confirmed the reliability of the results. These findings highlight the advantages of AI in enhancing speaking skills within English instruction and underscore the need for further empirical studies to investigate its impact on listening comprehension. Collectively, the results provide timely, evidence-based guidance for educators and policymakers aiming to integrate AI  \neffectively into language education. Highlight the advantages of AI in enhancing speaking skills within English instruction and underscore the need.  \nKeywords: artificial intelligence, English instruction, speaking skill, listening skill, meta-analysis  \nINTRODUCTION  \nIn recent years, the integration of artificial intelligence (AI) into educational contexts has initiated a paradigm shift in instructional methodologies, particularly in the domain of English language education (Ling, 2023) . As English continues to serve as the dominant global lingua franca, the demand for innovative and effective pedagogical approaches has intensified, prompting educators and researchers to explore the potential of AI in fostering language acquisition outcomes (Duisenova & Zhorabekova, 2023) . Advancementsin AI have enabled the development of adaptive learning platforms, real-time feedback systems, and int","cbCaifhzyL5wnKGE","https://ap.wps.com/l/cbCaifhzyL5wnKGE","pdf",641641,"English","# Article info\n# Abstract\n# Introduction\n## Rationale for AI in English education\n## AI-enabled pedagogical shift\n## Challenges in speaking and listening practice\n## Need for meta-analytic synthesis","[{\"question\":\"What does the meta-analysis assess about AI in English education?\",\"answer\":\"It assesses the extent to which AI contributes to students’ English speaking and listening skills through aggregated evidence across studies.\"},{\"question\":\"What is the overall reported effect size for AI-enhanced instruction?\",\"answer\":\"The analysis reports a substantial overall effect (SMD=0.981, 95% CI [0.571, 1.391], p\\u003c.001).\"},{\"question\":\"How do speaking and listening outcomes differ in the results?\",\"answer\":\"Speaking shows particularly notable improvement (SMD=1.033), while listening outcomes trend positively (SMD=0.714) but do not reach statistical significance.\"}]","The effectiveness of artificial intelligence in English instruction for speaking and listening skills - A meta-analysis | PDF",1792090826]