Assessing learner satisfaction by simultaneously measuring learner attitude, motivation, loyalty and service quality in English academies

• Vu Thi Huong ^[1] ; Marti Casadesus ^[1] ; Frederic MArimon ^[2]
  1. [1] Universitat de Girona

     Universitat de Girona

     Gerona, España

     
  2. [2] Universitat Internacional de Catalunya

     Universitat Internacional de Catalunya

     Barcelona, España

     
• Localización: Innovations in education and teaching international, ISSN 1470-3297, Vol. 54, Nº 4, 2017, págs. 301-312
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • The aims of this study are threefold in their approach to English academy teaching: (i) to assess learner satisfaction, (ii) to assess the impact of satisfaction on loyalty and (iii) to assess the three constructs that we considered to be the antecedents of learner satisfaction: learner motivation, learner attitude and service quality. To collect the data, a questionnaire was developed and delivered to 334 English learners in Spain in 2014. We concluded from these results that learner satisfaction is directly influenced by service quality; whereas learner motivation and learner attitude have no significant impact on learner satisfaction. Moreover, learner satisfaction has a strong impact on learner loyalty. The results also indicated that intrinsic motivation has a direct positive correlation with learner attitude and service quality, whilst extrinsic motivation has an insignificant relationship with learner attitude and a negative relationship with service quality. Amongst the four dimensions used to measure service quality two factors – namely teachers and tangibles (materials, equipment and facilities) – are the most important.