Mobile-Assisted Language Learning in a Preparatory Year English Program: Enhancing Motivation and Receptive Skills

Abstract The Education and Training Evaluation Commission in Saudi Arabia reports that many students entering university preparatory year programs face difficulties with basic English skills, particularly receptive skills in reading and listening, which are key to academic study. These difficulties are commonly associated with low learner motivation and limited exposure to relevant English practice. Although Mobile-Assisted Language Learning has gained international attention for its gamified and adaptive features, empirical evidence from Saudi preparatory year contexts remains limited. This mixed-methods pilot study considers the use of Duolingo and ReadTheory in relation to learner motivation and receptive skill development. Sixty male students at A1–A2 levels of the Common European Framework of Reference for Languages were purposively selected from a Saudi public university. The intervention was structured using the PF-4M framework, with a focus on authenticity, personalization, autonomy, and contextualization. Quantitative data were collected using a CEFR-aligned receptive skills test administered before and after the intervention and a post-intervention adapted Language Learning Motivation Scale. Qualitative data were drawn from reflective journals and weekly classroom observations documenting learner engagement. Results showed increases in receptive test scores, with mean scores rising from 8.12 to 15.17, alongside higher reported motivation levels. While both applications were well received, some learners reported challenges with comprehension and independent learning. The findings show that Mobile-Assisted Language Learning is associated with receptive skill development among beginner learners.