This article aims to explore the effect of applying gamification in English language skills as a pedagogical approach to enhance students’ academic performance in university settings. The researchers employed a mixed-method approach to examine the impact of gamification on English language skills. Gamification involves integrating game elements and mechanics into non-game contexts, such as educational activities. The article examined the effect of gamification and its implementation in teaching English language skills in university settings. The study finds out that gamification offers a promising avenue for promoting engagement, motivation, and proficiency in teaching English language skills. However, further research is needed to investigate gamified learning environments' long-term effects and optimal design principles.

This study explores the perceptions of diploma students regarding professional English courses at the Applied College at King Faisal University in Saudi Arabia, focusing on their relevance, teaching methods, challenges, and impact on workplace readiness. As Saudi Arabia diversifies its economy under Vision 2030, English proficiency has become vital for employability in fields such as business, accounting, and computer science. Using a quantitative approach, data were collected from 300 students via a structured questionnaire. Results indicated that 85% of students found the courses relevant to their field, 82% agreed with the content aligned with professional language needs, and 83% reported improved professional writing skills. However, 25% faced difficulties with technical terms, and 45% desired more interactive activities and real-world case studies. Despite these challenges, 84% felt more prepared for workplace English, and 81% recommended the courses. The findings highlighted the effectiveness of English for Specific Purposes courses in enhancing workplace readiness but suggested improvements, such as incorporating more interactive learning, technical vocabulary instruction, and authentic materials. This study provides actionable recommendations for curriculum development to better align English for Specific Purposes courses with students’ professional needs and Saudi Arabia’s economic goals.

English proficiency is important for academic and professional success, particularly in disciplines such as accounting, finance, and computer studies, where technical language and global communication are critical. However, many diploma students enter higher education with low English proficiency, creating challenges in understanding course content, participating in discussions, and completing assignments effectively. This study explores a structured, multi-faceted instructional approach aimed at improving English skills among first-year diploma students in Saudi Arabia. A mixed-methods research approach will be employed, involving surveys and interviews with students and instructors from diploma programs in Saudi Arabia. The study employs a quasi-experimental design, comparing an experimental group receiving targeted interventions—including contextualized learning, scaffolded instruction, task-based activities, technology-enhanced learning, and peer collaboration—with a control group following the standard curriculum. Quantitative data are collected through pre- and post-tests, while qualitative insights are gathered via student interviews and classroom observations. The results indicate that students in the experimental group demonstrated significant improvements in reading comprehension, writing accuracy, speaking confidence, and listening skills, compared to the control group. The findings have important implications for curriculum design, suggesting that integrating career-oriented language learning with scaffolded support and digital tools enhances both language proficiency and professional readiness.