Abstract This meta-analysis investigates the contributions of viewing audiovisual input on second language (L2) learning. We calculated 75 effect sizes from 56 experiments ( n = 1954) and assessed the effects of audiovisual input on language learning using a within-group (pre-post) meta-analytic approach. Fifteen moderator variables were included in the analysis. Results showed that a) there was a small effect of audiovisual input on L2 learning ( g = .89); b) no differences were found between the effects of viewing audiovisual input on different areas of L2 learning (vocabulary, grammar, pronunciation, speaking, listening proficiency); and c) video category had a significant impact on L2 learning with entertainment-focused videos (e.g., TV series, movies, and mixed videos) yielding lower effects than educational videos (e.g., TED Talks, documentaries, and language-focused).
Sutton et al. (2026) studied this question.