Exploring Drivers of Students’ Satisfaction with English Instruction in Vocational Schools in China
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Purpose This study examines how five independent variables—student trust, student commitment, reputation, social identification, and service quality—affect a single dependent variable: student satisfaction. It also seeks to identify significant differences among these variables. Research design, data, and methodology: The study used the Index of Item-Objective Congruence (IOC) to ensure validity and Cronbach's Alpha in a pilot test (n=50) to assess reliability. Data from 151 valid responses from students at Yunnan Jiaotong College were analyzed using multiple linear regression to test the relationships between variables. Additionally, a group of 30 students participated in a 14-week strategic plan (SP). Comparisons were made between pre- and post-strategic plan quantitative results using paired-sample tests. Results: The multiple linear regression analysis indicated that student commitment, social identification, and service quality significantly influenced student satisfaction, whereas student trust and reputation did not. Furthermore, the paired-sample t-test revealed significant differences in student satisfaction levels before and after the strategic plan. Conclusions: The research aims to enhance student satisfaction by improving English teaching practices in Yunnan, China.
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