This study was aimed to synthesize data on the impact of game-based learning on English as a foreign language learning outcome. To achieve the goal, a search for relevant studies was performed via Google Scholar electronic database, followed by the results extraction and their meta-analysis using Meta-Essentials statistical software. Since most of the relevant publications utilized the Test of English for International Communication (TOEIC) to assess the intervention effectiveness, only those studies that used TOEIC or a TOEIC-derived test were included in the present meta-analysis to unify the performance scale. The final analysis included four experimental interventions involving 148 individuals. According to the results, the combined effect (Hedges g = 0.56) of game-based learning on post-test TOEIC scores exceeds controls, but the difference is not statistically significant. Thus, concerning the study sample, it has to be said that there appears to be no positive impact of gamification on English language acquisition. The findings should be interpreted with caution due to the risk of heterogeneity between the included studies (I2 = 33.81%) and their low number. Nevertheless, to the best of the authors’ knowledge, the current meta-analysis is one of the few studies to date that employ mathematical methods to obtain a combined effect of gamified learning on English as a foreign language proficiency.