The aim of this study was to synthesize the overall effects of utilizing EBS English contents on elementary school students` language proficiency and affective domains. A meta-analysis of 115 research findings in 25 articles was conducted to calculate the mean effect sizes. This study classified and analyzed the previous studies in terms of publication types, experimental designs, grades, treatment period, regions, teaching contents, content restructuring, dependent variables, and so on. The results showed that the mean effect size of utilizing EBS English contents for primary school students was .735, which means it had beneficial effects. The specific findings of meta-analysis were as follows. First, a treatment period of more than 17 weeks was more effective than 9-16 week, and this difference was statistically significant. Second, when using EBS English contents in non-regular classes, the effect was higher. Third, restructuring the content and order of EBS English contents had less positive effects. Fourth, using EBS English contents outside the classroom had more beneficial effects. The pedagogical implications and suggestions for further research were also discussed.