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Para acceder a los documentos con el texto completo, por favor, siga el siguiente enlace: http://hdl.handle.net/20.500.12328/1114
| dc.contributor.author | Thi Huong, Vu |
|---|---|
| dc.contributor.author | Casadesús, Martí |
| dc.contributor.author | Marimon Viadiu, Frederic |
| dc.date | 2019-07-03T08:57:40Z |
| dc.date | 2019-07-03T08:57:40Z |
| dc.date | 2015-09-30 |
| dc.identifier | Thi 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/10.1080/14703297.2015.1088397 |
| dc.identifier | 1470-3297 |
| dc.identifier | https://doi.org/10.1080/14703297.2015.1088397 |
| dc.identifier.uri | http://hdl.handle.net/20.500.12328/1114 |
| dc.description | This 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. |
| dc.description | 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. Among the four dimensions used to measure service quality two factors - namely teachers and tangibles (materials, equipment, and facilities) - are the most important. |
| dc.format | 21 |
| dc.format | application/pdf |
| dc.language | eng |
| dc.publisher | Taylor & Francis |
| dc.relation | Innovations in Education and Teaching International |
| dc.relation | 54;4 |
| dc.rights | http://creativecommons.org/licenses/by-nc-nd/4.0/ |
| dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 International |
| dc.rights | http://creativecommons.org/licenses/by-nc-nd/4.0/ |
| dc.subject | Consumidores--Satisfacción |
| dc.subject | Consumidors--Satisfacció |
| dc.subject | Consumer satisfaction |
| dc.subject | Control de qualitat |
| dc.subject | Quality control |
| dc.subject | Control de calidad |
| dc.subject | Fidelitat a una marca |
| dc.subject | Fidelización del cliente |
| dc.subject | Customer loyalty |
| dc.subject | 33 |
| dc.title | Assessing learner satisfaction by simultaneously measuring learner attitude, motivation, loyalty, and service quality in English academies |
| dc.type | info:eu-repo/semantics/article |
| dc.type | info:eu-repo/semantics/acceptedVersion |
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