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January 23, 2026Language Teaching Research

A meta-analysis of the effectiveness of technology-assisted academic writing instruction in higher education

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Authors

FLFei LiChina University of GeosciencesJSJie ShenGuangxi University

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Implication

Meta-analysis evaluates the impact of technology-assisted writing instruction on students, suggesting contextual factors drive effectiveness.

Key Points

  • This research aims to assess the overall effectiveness of technology-assisted academic writing instruction in higher education and identify influencing factors.
  • Conducted meta-analysis of 56 (quasi-)experimental studies from 6 databases
  • Synthesized 67 effect sizes related to technology-assisted academic writing instruction
  • Examined various moderating factors affecting writing performance
  • Identified a large positive effect (d = 1.209) of technology-assisted writing instruction on student performance
  • Peak effectiveness seen in English-as-a-foreign-language contexts and genre-based approaches
  • Assessment type, technology type, and interaction patterns did not significantly moderate outcomes

Cite This Study

Li et al. (2026) studied this question.

synapsesocial.com/papers/69730ed4c8125b09b0d1e9cbhttps://doi.org/10.1177/13621688251406901
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