This study aims to investigate the effects of using AI chatbots in Korean English education from a macro perspective. For this purpose, 19 experimental studies are selected to conduct a meta-analysis, synthesizing the results of 51 individual study cases. The results of this study are as follows: First, it is found that the overall effect size of using chatbots is more than medium size meaning that a chatbot is an effective tool to learn English. Second, in the aspects of linguistic competence and affective categories, each shows over medium sizes like the overall effect size. In details of the dependent variables, vocabulary and speaking in linguistic competence and motivation in affective categories, large effect sizes are shown. Third, the effect sizes are getting larger, as the younger the students are, the longer the experiment period lasts, and the more purpose-built the chatbot is. But the differences in the effect sizes in terms of these moderators (e.g., school level, experiment period, and chatbot type) are not significant. Lastly, it is suggested that follow-up studies are needed to collect a sufficient number of experimental study cases and subdivide the variables for performing a more detailed meta-anlysis.

I. 서론
II. 이론적 배경
    1. AI 챗봇과 영어교육
    2. 메타분석
    3. 선행연구
III. 연구 방법
    1. 분석 대상
    2. 변인별 데이터 코딩
    3. 데이터 분석 및 해석
IV. 연구 결과 및 논의
    1. AI 챗봇 활용의 전체 효과
    2. AI 챗봇 활용의 언어적·정의적 효과
    3. AI 챗봇 활용의 조절변인별 효과
V. 결론 및 제언

• 서소담(한국교원대학교 영어교육과, 대학원생) | Seo Sodam
• 김정렬(한국교원대학교 초등교육과, 교수) | Kim Jeong-ryeol Corresponding author