Children’s Language Acquisition and Development in Saudi Arabia: A Systematic Review and Meta Analysis

Abstract

This study presents a systematic review (SR) and meta analysis (MA) of eleven articles by the author, published between 2018 and 2025, examining parental, digital, educational, and sociocultural factors that influence Saudi children’s first (Arabic) and second (English) language acquisition and development. It also explores parents’ beliefs about L1 and L2 learning and how these beliefs translate into practices within the home and school environments. The review synthesizes findings across four thematic clusters: parental language practices and policies (five studies), digital environments (four studies), sociocultural influences on language development (one study), and children’s early decoding difficulties (one study). Results indicate that 70% of parents believe English should be taught starting from kindergarten and that early English exposure does not negatively affect Arabic acquisition. Between 50–70% of parents use a mix of Arabic and English at home, with some adopting English as the primary language of interaction. Digital findings show that the iPad is more effective for younger children (ages 1–6) than for those in grades 1–3 or 4–6. Children under six primarily used the device for learning English, with smaller proportions engaging in Arabic alphabet learning (21.88%), Quran memorization (15.6%), numeracy (12.5%), and animal vocabulary (12.5%). Sociocultural findings reveal that the effect of the housemaids’ accent and inaccurate language on small children disappears once they enter kindergarten and mingle with native-speaking peers, relatives and teachers. Educational findings show that 54% of parents supported attending their children’s online classes, while 54% of teachers opposed it, emphasizing the need for children to develop autonomy and self regulation. Early decoding results indicate that visual and auditory discrimination were the easiest skills, letter–sound mapping posed moderate difficulty, and sound–symbol association and structural analysis were the most challenging. Although error rates decreased with grade level, decoding weaknesses persisted. Taken together, the four clusters reveal a rapidly shifting linguistic landscape in Saudi Arabia shaped by parental beliefs, digital exposure, sociocultural patterns, and foundational L1 decoding skills. The evidence underscores the need for balanced L1–L2 development, stronger early Arabic literacy support, and informed parental and educational practices.