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.

针对沙特阿拉伯的英语作为外语（English as a Foreign Language，EFL）学习者，尤其是处于欧洲语言共同参考框架（Common European Framework of Reference for Languages，CEFR）A1-A2等级的学习者，常面临学习动机不足、听力与阅读等接受性技能发展受限等诸多挑战。尽管教育技术具备巨大应用潜力，但目前针对沙特预科阶段的游戏化自适应学习工具有效性的相关研究仍较为有限。本研究旨在探究多邻国（Duolingo）与阅读理论（Read Theory）两款平台，对处于CEFR A1-A2等级的沙特EFL学生的学习动机提升及接受性技能（听力与阅读）发展的影响。本研究提出的假设为：上述两款平台可显著提升学习者的学习动机并促进其技能发展。本研究于2024年第一学期开展，覆盖4所院校的103名学生，数据采集方式包括分级测试、学期前后的学习动机调查问卷、学期末学生成绩以及教师反思日志。分级测试结果显示，学生的阅读（t=7.92，p<0.001）与听力（t=8.45，p<0.001）技能均有显著提升。学习动机调查问卷结果显示，学生在阅读与听力方面的学习动机提升了30%。教师反思日志则表明，学生的课堂参与度、自主性以及对两款平台的满意度均有所提升。研究结果表明，将游戏化自适应学习平台融入EFL课程体系，可有效解决学习动机不足与技能发展受限的困境。本研究提出的建议包括开展教师培训以及保障数字工具的公平获取渠道。未来研究可进一步探究此类平台的长期应用效果与跨文化适用性。