The present study performs a meta-analysis to examine the effectiveness of corpus use in English as a second language (ESL) / English as a foreign language (EFL) writing. Data from 30 studies encompassing 56 effect sizes reported between 2000 and 2022 were collected for the analysis. Furthermore, multiple meta-regression analyses were conducted to explore the variables that may influence the observed effects. These variables are extracted from three groups of data: publication data, population data, and treatment data. The results demonstrate a large overall effect size (g = 0.95) for the impact of corpus use in ESL/EFL student writing performance. This finding suggests that utilizing corpora significantly enhances students’ writing abilities in these contexts. Moreover, the analyses of moderators reveal that the observed effects can be attributed to various variables within all three groups of data. Notably, learner factors such as language family, proficiency level, and educational level, as well as treatment factors including duration, corpus type, teaching activity, and teacher role, play significant roles in shaping the effects of corpus use. This study highlights the potential of corpus-based approaches as a valuable tool for enhancing student writing performance in ESL/EFL contexts.

中文翻译：

---

ESL/EFL 写作中语料库使用的有效性：荟萃分析


本研究进行了一项荟萃分析，以检验英语作为第二语言（ESL）/英语作为外语（EFL）写作中语料库使用的有效性。收集了 2000 年至 2022 年间报告的 30 项研究的数据，涵盖 56 个效应大小。此外，还进行了多项元回归分析，以探索可能影响观察到的效果的变量。这些变量是从三组数据中提取的：出版物数据、人口数据和治疗数据。结果表明，语料库的使用对 ESL/EFL 学生写作成绩的影响具有很大的总体效应量 (g = 0.95)。这一发现表明，利用语料库可以显着提高学生在这些情况下的写作能力。此外，调节者的分析表明，观察到的效果可归因于所有三组数据中的各种变量。值得注意的是，语言家族、熟练程度和教育水平等学习者因素，以及持续时间、语料库类型、教学活动和教师角色等处理因素，在塑造语料库使用效果方面发挥着重要作用。这项研究强调了基于语料库的方法作为提高学生在 ESL/EFL 环境中写作表现的宝贵工具的潜力。