Motion-sensing technology (MST) is an emerging educational technology with great potential. However, the effects of MST on language learning are still controversial. This is the first meta-analysis to examine the effectiveness of MST-assisted language learning. This research integrates 31 effect sizes from 21 independent studies (2013-2022). The results suggest that MST has an upper-medium effect on language learning (SMD = 0.740, p < 0.000). Moreover, moderator analyses reveal that MST-assisted language learning has better effects (1) on affective and cognitive outcomes; (2) for 31-50 students; (3) on secondary school students; (4) for 1-3 months duration; (5) on sign language, Malay, and English; (6) with drama-based, activity-based, and game-based learning; (7) using mixed learning and group learning; (8) at middle or high embodiment level; (9) in the classroom; (10) using quasi-experimental design; (11) on Asian and European students; and (12) with increasing publication years. Lastly, discussion, implications, limitations, and future directions are provided.