Despite the proliferation of help options for computer-based second language (L2) listening comprehension, little attention has been given to a comprehensive understanding of the pedagogical effects. To gain a thorough understanding of the overall and moderator effects, drawing on the activity theory (AT), this study conducted a meta-analysis of 33 valid independent studies on help options for computer-based L2 listening comprehension with 3697 participants involved. Results demonstrated that (a) compared with those traditional methods, help options are found to be more facilitative for L2 listening comprehension with a small-to-moderate effect of g = 0.449, 95% CI [0.303, 0.596]; and (b) the effects of help options for computer-based L2 listening comprehension are moderated by option types, feedback types, language distance types, intervention durations and learning activity types. Motivated by the results obtained, this study also discussed pedagogical implications for future studies.