Dataset for Enhancing Saudi CEFR A1-A2 EFL

English as a Foreign Language (EFL) learners in Saudi Arabia, particularly at the CEFR A1-A2 level, often face challenges such as low motivation and limited development of receptive skills like listening and reading. Despite the potential of technology in education, limited research has explored the effectiveness of gamified and adaptive learning tools in the Saudi preparatory-year context. This study investigates the impact of Duolingo and Read Theory on improving motivation and receptive skill development (reading and listening) among Saudi EFL students at the CEFR A1-A2 levels. The hypothesis suggests that these platforms will significantly enhance motivation and skill development. Conducted during Semester 1, 2024, across four institutes with 103 students, data were collected using placement tests, pre- and post-semester motivation surveys, student results at the end of the semester, and teacher reflective journals. Placement tests revealed improvements in reading (t=7.92, p<0.001) and listening (t=8.45, p<0.001) skills. Motivation surveys showed a 30% increase in student motivation toward reading and listening. Teacher reflective journals highlighted enhanced student engagement, autonomy, and satisfaction with the platforms. The findings suggest that integrating gamified and adaptive platforms into EFL curricula can effectively address motivation and skill development challenges. Recommendations include teacher training and equitable access to digital tools. Future research should examine long-term effects and cross-cultural applicability.