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.
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