Rui Li
ABSTRACT Although digital personalized vocabulary learning (DPVL) tools have become widespread innovations, a thorough evaluation of its effectiveness in English as a foreign language (EFL) vocabulary learning has been notably absent. This research aimed to achieve a deeper insight into the overall and moderating effects by employing a four‐dimensional perspective on personalization, conducting a meta‐analysis that encompassed 25 effect sizes on DPVL published from 2004 to 2024 with 1342 EFL learners. The results highlighted that (a) DPVL produces significant improved learning gains compared to a diverse range of non‐personalized vocabulary instruction, including paper‐based learning, conventional classroom instruction, and non‐personalized digital learning, demonstrating a moderate‐to‐large effect of g = 0.761; and (b) different age groups, system types, and intervention durations play a moderating role in the effects of DPVL. Inspired by the research results, some implications for future academic explorations were proposed as well.