Bridging the Language Gap: Supporting Low-Level English Diploma Students at KFU

Abstract

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.