DIFFERENTIAL EFFECTS OF THE IPAD ON FIRST AND SECOND LANGUAGE ACQUISITION BY SAUDI CHILDREN DURING THE COVID-19 PANDEMIC
DIFFERENTIAL EFFECTS OF THE IPAD ON FIRST AND SECOND LANGUAGE ACQUISITION BY SAUDI CHILDREN DURING THE COVID-19 PANDEMIC

Summary/Abstract: This study investigates the differential effects of the iPad on first and second language learning by Saudi children in the home environment. The subjects consisted of 78 parents and 118 children. The children were grouped into: 1-6 years old (young children in kindergarten and pre-school); 7- 9 years (grades 1-3); and 10-12 years (grades 4-6). Results of the survey-questionnaire showed that the iPad is more effective in helping young children in language learning than older children in grades 1-3, and in grades 4-6 respectively. Older children mainly use the iPad to play games and watch movies. More children under the age of 6 use the iPad to learn English than Arabic; 21.88% use Arabic Alphabet apps to learn; 15.6% use apps to learn the Quran; 12.5% use apps to learn numeracy and arithmetic; and 12.5% use animal apps. The iPad helps kindergarten children to learn the alphabet, numbers, names of animals, colors, fruits, seasons, and continents. They learn from apps, from games, cartoons, movies, nursery rhymes, stories, and flash cards. The iPad helps children focus on and engage in learning because the apps are interactive and use color, animation, audio, and video. Negative effects of the iPad on language learning include learning bad language, bad handwriting and some children no longer read print books. Most parents supervise their young children but not older children while using the iPad. The article reports the results in detail and gives recommendations for better use of the iPad.

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