Show simple item record

dc.contributor.authorThi Huong, Vu
dc.contributor.authorCasadesús, Martí
dc.contributor.authorMarimon Viadiu, Frederic
dc.date.accessioned2019-07-03T08:57:40Z
dc.date.available2019-07-03T08:57:40Z
dc.date.issued2015-09-30
dc.identifier.citationThi Huong, Vu; Casadesús, Martí; Marimon Viadiu, Frederic. «Assessing learner satisfaction by simultaneously measuring learner attitude, motivation, loyalty, and service quality in English academies». Innovations in Education and Teaching International, 2015, vol. 54, núm. 4, p. 301-312. Disponible en: <https://www.tandfonline.com/doi/abs/10.1080/14703297.2015.1088397?journalCode=riie20>. Fecha de acceso: 03 jul. 2019. https://doi.org/10.1080/14703297.2015.1088397ca
dc.identifier.issn1470-3297ca
dc.identifier.urihttp://hdl.handle.net/20.500.12328/1114
dc.descriptionThis is an Accepted Manuscript of an article published by Taylor & Francis in Innovations in Education and Teaching International on 30/09/2015, available online: http://www.tandfonline.com/doi/abs/10.1080/14703297.2015.1088397?journalCode=riie20.ca
dc.description.abstractThe 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. Among the four dimensions used to measure service quality two factors - namely teachers and tangibles (materials, equipment, and facilities) - are the most important.ca
dc.format.extent21ca
dc.language.isoengca
dc.publisherTaylor & Francisca
dc.relation.ispartofInnovations in Education and Teaching Internationalca
dc.relation.ispartofseries54;4
dc.rightshttp://creativecommons.org/licenses/by-nc-nd/4.0/ca
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subject.otherConsumidores--Satisfacciónca
dc.subject.otherConsumidors--Satisfaccióca
dc.subject.otherConsumer satisfactionca
dc.subject.otherControl de qualitatca
dc.subject.otherQuality controlca
dc.subject.otherControl de calidadca
dc.subject.otherFidelitat a una marcaca
dc.subject.otherFidelización del clienteca
dc.subject.otherCustomer loyaltyca
dc.titleAssessing learner satisfaction by simultaneously measuring learner attitude, motivation, loyalty, and service quality in English academiesca
dc.typeinfo:eu-repo/semantics/articleca
dc.description.versioninfo:eu-repo/semantics/acceptedVersionca
dc.embargo.terms18 mesosca
dc.subject.udc33ca
dc.identifier.doihttps://doi.org/10.1080/14703297.2015.1088397ca


Files in this item

 

This item appears in the following Collection(s)

Show simple item record

http://creativecommons.org/licenses/by-nc-nd/4.0/
Except where otherwise noted, this item's license is described as http://creativecommons.org/licenses/by-nc-nd/4.0/