Research rationale
In Vietnam, the demand for English learning has surged due to economic growth and globalization, leading to a proliferation of English schools and training centers, particularly in Hanoi These institutions cater to diverse learners with varying backgrounds and goals, offering courses that range from basic to advanced levels, including popular IELTS and TOEFL preparation However, experts have identified a concerning trend: an inverse relationship between the quantity and quality of these centers Many schools attract students with appealing courses and modern facilities but fail to deliver on their promises regarding teaching quality and methods Often, advertised foreign instructors lack actual teaching experience, complicating the search for reputable English training centers for both learners and their parents To address these challenges, it is essential for English training institutions, especially IELTS centers, to evaluate learner satisfaction and service quality, enabling them to develop effective strategies for sustainable growth in a competitive landscape.
IZONE IELTS Training Academy has been a prominent player in the IELTS training market for five years, achieving notable success However, with dropout rates of 15% for learners during their studies and 40% for those discontinuing to the next level, it is evident that there are ongoing issues regarding the quality of IZONE's training services This research seeks to identify the factors influencing customer satisfaction with IZONE's service quality, aiming to develop strategies to reduce the current dropout rates.
The increasing number of applicants for advanced courses prompted the researcher to investigate the impact of service quality on customer satisfaction at IZONE IELTS Training Academy.
Literature review
The Servqual model, developed by Parasuraman et al in 1985, is a renowned framework for evaluating service quality across various sectors, including education, hospitality, and retail Numerous researchers have validated the reliability and effectiveness of the Servqual scale, which assesses service quality based on customer perceptions The model encompasses ten key components: Reliability, Responsiveness, Competence, Access, Courtesy, Communication, Credibility, Security, Empathy, and Tangibles Subsequent studies have refined the original five-scale model due to observed overlaps and strong correlations among the components.
Cronin and Taylor (1992, 1995) developed the Servperf model from the Servqual model, identifying five key factors that influence service quality based on sector flexibility This research utilizes the Servperf model, which encompasses five essential dimensions of service quality: reliability, responsiveness, assurance, empathy, and tangibles.
Aim of research
This research aims to analyze the impact of service quality on customer satisfaction at IZONE IELTS Training Academy It will explore customer perceptions of IZONE's service quality and identify the key factors that contribute to their satisfaction during the learning experience Additionally, the study will investigate the elements that lead to customer dissatisfaction, providing insights for improvement.
Research objects
This research will focus on customers who have been learning in IZONE IELTS Training Academy in August of 2019
Research scope
- Scope of contents: Service quality and customer satisfaction
- Scope of space: IZONE IELTS Training Academy in Hanoi
- Scope of time: The research questionnaire was surveyed in August of 2019
- Scope of sample: Approximately 130 responses from IZONE customers who are learning a course of IZONE in Hanoi,
Thesis structure
The first part of the study will outline the research rationale, literature review, research objectives, research objects, research scope, research methodology and thesis structure
Chapter 1: Literature Review Chapter one will discuss about the content includes literature review, relevant conceptual models, proposed theoretical framework and hypotheses development in detail
Chapter 2 of the study focuses on the research methodology, detailing the research approach, process, and design It covers various data collection methods, sampling design, and the research instruments used Additionally, the chapter addresses constructs measurement, data processing, and data analysis techniques employed in the study.
Chapter 3 provides an overview of the IELTS training industry, highlighting the current status of IZONE IELTS Training Academy in relation to service quality It examines the competitive landscape of IELTS training and evaluates how IZONE stands out in delivering effective and high-quality educational services.
Chapter 4 presents the research results, featuring questionnaires organized into charts and tables The analysis, conducted using SPSS version 20.0, will discuss findings in relation to the hypotheses and research questions.
Chapter 5 presents a discussion of the statistical analysis results from Chapter 4 and offers recommendations for enhancing the variables that received the lowest scores in the questionnaire analysis.
Conclusion, Limitation and Implication This part will relate to chapter three and deliberate on final conclusion of the study
To be specific, statistical analyses synopsis, major findings discusstion, implication and limitations of the study will be indicated in this section
THEORETICAL BACKGROUND OF SERVICE QUALITY AND
Theoretical background review
Kotler and Armstrong (2004) define service as an intangible act or interest provided by one party to another, while Lewis and Booms (1983) emphasize that service quality is determined by how well it meets customer expectations Delivering quality service involves consistently aligning with these expectations.
Training is a crucial process for enhancing knowledge, developing skills, and fostering positive attitudinal and behavioral changes among trainees, ultimately improving their task performance (Palo and Padhi, 2003) According to Bartlett (2001), training is a manageable management practice that aims to cultivate desired behaviors and attitudes, such as job involvement, motivation, and organizational commitment Key factors influencing the effectiveness of training programs include training frequency, trainees' motivation, perceived benefits, and supervisory support, highlighting the significance of training within organizations.
According to the British Department of Employment Glossary of Training Terms (1981), training is defined as the systematic development of the attitudes, knowledge, skills, and behaviors necessary for an individual to effectively perform a specific task or job This definition emphasizes the importance of planning and control in the training process, focuses on individual development rather than group or team dynamics, and establishes job performance as the primary criterion for success (Bramley, 1993).
According to Hinrichs (1976), training in the American context is defined as any organizationally initiated procedure aimed at enhancing learning among members to improve organizational effectiveness This definition emphasizes the importance of organizational context, shared responsibility for learning between the organization and its members, and the necessity of measuring success based on these collaborative efforts.
Training is a structured program aimed at enhancing performance at the individual, group, and organizational levels, as noted by Wayne F Cascio (2017) This improvement is reflected in measurable changes in knowledge, skills, attitudes, and social behaviors C.B Memoria (2000) describes training as a learning process that involves a sequence of programmed behaviors, focusing on applying knowledge to enhance current job performance and prepare for future roles It is a short-term, systematic approach that enables non-managerial personnel to acquire specific technical skills for defined purposes, often involving instructions in technical and mechanical operations related to specific job functions.
Training focuses on enhancing an individual's confidence and competence in both their professional and personal lives Central to this process is the learning journey, which can be implemented through various effective methods.
Perceived service quality is defined by the comparison between expected and received service, as outlined by Parasuraman, Berry, and Zeithaml (1985, 1988) The five key dimensions of service quality include reliability, responsiveness, assurance, empathy, and tangibility, which have been studied across various service categories such as appliance repair, retail banking, long-distance telephone service, securities brokerage, and credit card companies According to Parasuraman, Zeithaml, and Berry (1988), measuring perceived service quality focuses on customer expectations, while satisfaction measurement compares actual experiences with expectations (Cronin & Taylor, 1992) Notably, most scale items for each dimension emphasize the importance of human interaction in service delivery.
In order to operationalize the service quality construct, Parasuraman et al (1985,
The SERVQUAL instrument, developed by Parasuraman et al in the late 1980s and early 1990s, utilizes both qualitative and quantitative research methods to measure service quality This widely-adopted tool assesses the gap between customer expectations and their perceptions of service received Initially based on ten determinants of service quality, the model was refined through two rounds of purification, resulting in five key dimensions: tangibles, reliability, responsiveness, assurance, and empathy Its versatility in evaluating service quality across various firms has contributed to its significant use in the field.
Critics of the SERVQUAL model, including Churchill Jr., Brown, Peter (1993), Cronin Jr and Taylor (1994), and Buttle (1996), have highlighted significant flaws in its approach to measuring service quality They argue that there is insufficient evidence supporting the idea that customers evaluate service quality based on the disconfirmation paradigm, which assesses the gap between expectations and actual performance Additionally, Cronin Jr and Taylor (1994) suggested that SERVQUAL's foundation on an expectations-disconfirmation model is misguided, as it does not adequately represent service quality as an attitude Buttle (1996) noted that the model fails to account for the evolving nature of customer expectations, rendering the performance-minus-expectations method an ineffective measure Teas (1993) further criticized the expectations concept for its potential discriminant validity issues, proposing that reliance solely on customer perceptions could enhance the SERVQUAL model by eliminating the expectations component.
Cronin argued that performance-based measures of service quality, known as SERVPERF, are superior to the perceptions-minus-expectations approach (SERVQUAL) introduced by Cronin Jr and Taylor in 1994 Although SERVQUAL has been more widely adopted since its inception, this research focuses on the SERVPERF model, which exclusively assesses consumer performance.
The performance of a service provider can be understood through seven key perceptions that illuminate variations in service quality, offering an assessment that moves beyond the disconfirmation paradigm This approach provides a more convergent and discriminant valid explanation of the service quality construct While Cronin and Taylor (1992) have robustly defended the SERVPERF model, it is important to note that its scale has not been empirically tested across as many industries as the SERVQUAL model.
Tangibility, the first dimension of service quality, encompasses the appearance of physical facilities, personnel, equipment, and communication materials The condition of these physical surroundings serves as tangible evidence of the service provider's attention to detail and care Additionally, this dimension can be influenced by the behavior of other customers, such as noisy guests in a hotel, which can impact the overall service experience.
Reliability refers to the consistent delivery of promised services with accuracy Customers expect reliable service performance, which includes timely and uniform execution every time For instance, many individuals value receiving their mail at the same time daily or weekly In the context of service training, reliability also encompasses back-office functions, where precision in billing and record-keeping is essential.
Responsiveness is crucial in customer service, reflecting the willingness to assist customers with prompt attention Delays without justification can lead to negative perceptions of a company's service quality However, the ability to recover swiftly and professionally during service failures can enhance customer satisfaction significantly For instance, offering complimentary drinks on a delayed flight can transform a potentially negative experience into a positive one, leaving a lasting favorable impression.
The assurance dimension in customer service encompasses the courtesy and expertise of service representatives, fostering trust and confidence among customers It involves the ability to deliver services effectively while maintaining polite and respectful communication, which ultimately helps service providers win customer loyalty.
Service quality assessment models
The service quality gaps identified by Parasuraman et al (1985, 1988) highlight critical discrepancies in customer service The first gap arises from a misalignment between customer expectations and the service manager's understanding of those expectations, indicating a lack of clarity regarding service quality and delivery The second gap occurs when companies struggle to translate their understanding of customer expectations into specific quality attributes, often due to the complexity of customer needs and overwhelming service demands Lastly, the third gap emerges when service agents fail to meet established quality criteria during customer interactions, underscoring the importance of direct contact in the quality creation process.
Customer expectations regarding service quality are significantly influenced by advertising media and the information presented While promotional promises can elevate customer expectations, failing to deliver on these commitments can lead to a diminished perception of service quality This phenomenon highlights the importance of consistent service delivery in maintaining customer trust and satisfaction.
The fifth gap arises when there is a discrepancy between customer expectations and their perceived service quality This gap significantly influences overall service quality When customers perceive that the quality they receive matches their expectations, they consider the service to be of perfect quality.
Figure 1.2 Service Quality 5 Gap Model in SERVQUAL
Parasuraman et al (1985) assert that service quality is influenced by a fifth dimension, which is contingent upon prior dimensions To enhance service quality, it is essential for service administrators to actively work on reducing this gap Their service quality model emphasizes the importance of addressing these dimensions to improve overall service effectiveness.
Parasuraman et al developed a theoretical model to measure service quality, identifying ten key components that shape consumer perceptions of quality in the service sector This model serves as a foundational scale for evaluating service excellence.
1.2.2 10-component of service quality model
The 10-component model of service quality described includes:
10 Tangbles The ten-component model of service quality has the advantage of covering almost every service aspect However, there are the disadvantages of complexity in measurement of this model Moreover, because this model is theoretical, there may be many components of the service quality model that do not achieve distinctive values Parasurama (1988) states that service quality is the distance between perception and expectation of a service It can also be understood as this function “Service quality = Perceived Level - Expected Value” Athough the perception can be understood and identified explicitly based on the customer's belief in the service they use, the expectation seems to be quite vague or in other words it can be understood in terms of many different ways
SERVQUAL is a widely used method for assessing service quality by comparing customer expectations with their perceptions of the actual service delivered It encompasses two essential models: the five service quality dimensions model and the component quality service model SERVQUAL evaluates service quality through five key criteria, focusing on both the outcomes of the service and the process of service provision.
Cronin and Taylor (1992) developed the SERVPERF model, which posits that optimal service quality is determined by customer perceptions of service performance The model indicates that service quality satisfaction is directly correlated with the level of customer perception.
As a variant of SERVQUAL, the SERVPERF model consists of five basic components, namely:
1 Reliability: expressed by the ability to perform appropriate and timely service
2 Responsiveness: demonstrated through the willingness of the service customer to provide timely and standardized service to customers
3 Assurance: Exposed by the profession level and the courteous service to customers
4 Empathy: showing the care for each customer individualy
5 Tangibles: expressed visibly through the appearance, dress of staff, equipment for service
The conclusion aligns with findings from authors like Lee et al (2000) and Brady et al (2002), highlighting the SERVPERF scale's use of 22 statements that focus solely on customer perceptions, similar to the SERVQUAL model, while excluding expectations.
Thus, it can be seen that the SERVQUAL and SERVPERF models are slightly differentiated as described in the table below
Table 1.1 Compare the two SERVQUAL and SERVPERF model Model short name Model full name Model function
SERVQUAL Service quality = Perceived service quality - Expected service quality
SERVPERF Service perception = Perceived service quality
Customer perception is distinctly shaped by their experiences with a service, while their expectations often remain unclear As a result, the SERVPERF model is frequently employed to assess service quality effectively.
Research conceptual model
The relationship between service quality and customer satisfaction is illustrated in the model applied to the IELTS training center, as shown in Figure 1.4 This model has been tailored to enhance the analysis of training services, ensuring a more accurate reflection of the dynamics involved.
Specifically, situational factors and personal factor will be eliminated Hence, in this applied model, learners‟ satisfaction will be evaluated by training service quality
Figure 1.4: Conceptual model of the research
Source: Author (2019) Model in figure 1.4 analyzes the impact 5 factors to customer satisfaction at IZONE We have the regression model estimated:
Customer satisfaction = α + β1 *Training Facilities + β2 *IELTS Teachers + β3 *Training Notes and Materials + β4 *Program Designing + β5 *Supportive Services
Proposed hypothesis of the research
Based on the above conceptual framework, the following research hypotheses are formulated to be tested as below:
H1: There is positive relationship between Training facilities (Tangible) and learners‟ satisfaction towards quality of IZONE‟s IELTS training services
H2: There is positive relationship between IELTS teachers and learners‟ satisfaction towards quality of IZONE‟s IELTS training services
H3: There is positive relationship between Training Material and learners‟ satisfaction towards quality of IZONE‟s IELTS training services
H4: There is positive relationship between Program Designing and learners‟ satisfaction towards quality of English Certification Training services
H5: There is positive relationship between Supportive services and learners‟ satisfaction towards quality of English Certification Training services
RESEARCH METHODOLOGY
Research approach
This paper explores the relationship between service quality and customer satisfaction at IZONE IELTS Training Academy, utilizing a deductive research approach The deductive method involves formulating a hypothesis based on existing theories, followed by a structured research strategy to test this hypothesis This process includes five key stages: gathering a hypothesis, defining it operationally, testing it, analyzing the results, and adjusting the hypothesis based on the findings (Saunders et al., 2009) The researcher aims to identify specific dimensions of service quality that influence customer satisfaction, building on the substantial existing research in this area.
Research process
In order to achieve the aims of this research, the author will apply quantitative research method as following research process:
The theoretical framework of this study builds on existing research concerning customer satisfaction and service quality, specifically examining the impact of service quality on customer satisfaction Subsequently, the researcher introduces a proposed research model and intends to utilize a quantitative research methodology, which encompasses several defined steps.
- Building questionnaire based on proposed theoretical model
- Surveying target respondents and collecting data
- Cleaning data, putting into SPSS software to run the Ordinary Least Squares regression (OLS) analysis which is also called as “linear regression”
After running the regression analysis, the research results will be detailed, discussion and suggest solutions for improving the ability to satisfy IZONE customers
Research design
This research employs a quantitative strategy, utilizing a deductive approach and a positivistic method to gather extensive data from customers of IZONE IELTS Training Academy By implementing a questionnaire, the study aims to collect a significant number of responses, facilitating descriptive and explanatory analysis The quantitative approach is essential for addressing the research questions, as it provides the numeric data necessary for statistical analysis and effective interpretation of results (Saunders et al., 2009).
This research aims to utilize the latest reliable and valid scales to measure variables, informed by a comprehensive literature review and specific research questions.
Sampling design and procedure
In August 2019, the researcher focused on customers of the IZONE IELTS training center in Hanoi for their survey, as it was challenging to gather responses from those not enrolled in IZONE who lacked interest in participating This approach ensured more reliable results, as respondents were currently engaged with IZONE services, minimizing memory loss regarding service quality Furthermore, if participants had completed their courses more than 3 to 6 months prior, their assessments would likely be outdated, leading to inaccuracies in evaluating IZONE's service quality.
The study utilized a convenience sampling technique to select participants, ensuring easy access due to time and cost constraints As noted by Quinlan (2011), this method involves including participants who are readily available for the research sample.
Accurate population data is typically derived from census studies; however, due to time and budget limitations, complete population coverage is often unfeasible Consequently, sampling emerges as a viable method, enabling researchers to analyze a smaller subset of units that effectively represents the larger population.
18 whole population (Sartnakos, 1998) In determining the sample the researcher used sample size determination formula as shows below
Where n= sample size N= population size e= margin of error (0.05) or maximum tolerable error
Therefore, out of approximately 200 active customers, the survey will target to collect 133 responses.
Data collection instrument
In quantitative research, various instruments are available for data collection; however, the researcher chose a questionnaire as the most suitable method A questionnaire, as defined by Saunders et al (2009), encompasses all data collection techniques where each respondent answers the same predetermined set of questions using a consistent approach.
Due to the impracticality of conducting individual interviews, the researcher opted for an online survey method, which is widely recognized as an effective technique for reaching a tech-savvy population (Quinlan, 2011) Consequently, the researcher utilized an online questionnaire via Google Forms, allowing for efficient data collection from a large sample size, making it the most suitable choice for this study.
Survey design
The primary goal of this survey is to gather insights from IZONE customers regarding the key factors influencing their learning experience Recognizing that many customers prefer online surveys, the author will create a two-part survey using Google Forms to facilitate participation.
The initial section focuses on demographics, detailing employees' age and gender, along with essential insights regarding their learning experiences at IZONE This includes information about their currently enrolled IELTS course, the channels through which they were referred, and their intentions to refer others.
The second part of the survey includes closed questions which were provided to the respondents with options to select on a scale and this was measured by „Likert scale‟ The
The study utilizes a five-point Likert scale ranging from strongly agree to strongly disagree, a widely recognized method for assessing respondents' beliefs and attitudes toward various statements (Quinlan, 2011).
The research questionnaire will be created as a table in Microsoft Word to gather feedback from the Founders of IZONE on its suitability This feedback will be used to make necessary adjustments before finalizing the official research questionnaire, which is presented in Appendix I.
Data analysis methods
Once the relevant data is collected, it is analyzed using the Statistical Package for the Social Sciences (SPSS) Each research question is addressed, with the analysis results presented in tables, followed by an explanation of their implications Descriptive statistics are utilized to assess the background information of respondents, overall service quality, and customer satisfaction Furthermore, linear regression analysis is employed to examine respondents' perceptions of service quality and satisfaction, as well as the relationships between service quality dimensions and customer satisfaction.
CURRENT SITUATION OF IZONE IELTS TRAINING
Current situation of IELTS training market in Hanoi
The International English Language Testing System (IELTS), taken by more than 3 million candidates annually, is recognized as the leading high-stakes English language proficiency test for individuals aspiring to study, work, or live in English-speaking countries Over the years, it has gained acceptance from more than 10,000 organizations worldwide.
IELTS test results are recognized by 140 countries as a standard measure of English language proficiency, often required for applications to educational institutions, employers, professional associations, and governments in English-speaking nations The test is designed to be fair and unbiased, catering to individuals of all nationalities, backgrounds, genders, lifestyles, and locations Since 1989, IELTS content has been developed through extensive research by a team of international experts.
The IELTS test assesses four skills: listening, reading, writing, and speaking, within a three-hour timeframe On the test day, candidates will complete the Listening, Reading, and Writing sections consecutively without breaks For those opting for the paper-based IELTS, the Speaking test may occur on the same day as the other sections or within a week before or after, depending on the test center's schedule In contrast, candidates taking the computer-based IELTS will complete the Listening, Reading, and Writing sections on a computer, with the Speaking test also scheduled for the same day.
The IELTS certificate holds significant value for individuals seeking to live and work in English-speaking environments worldwide Firstly, many prestigious universities and colleges accept IELTS results as proof of English language proficiency, making it essential for applicants aiming to study at these institutions Additionally, numerous governments require IELTS scores for permanent residency, more than any other English language test Finally, possessing an IELTS certificate enhances opportunities to apply for positions in English-speaking companies, which often offer attractive salaries, a global work environment, and opportunities for international business travel.
3.1.2 Situation of IELTS training service in Hanoi 3.1.2.1 General situation
The increasing popularity of IELTS preparation has led to a surge in both the quantity and quality of training programs; however, this growth may still fall short of meeting demand According to the author, IELTS training centers in Hanoi can be categorized into three groups based on their tuition fees.
Table 3.1: Categories of IELTS training center in Hanoi
Categories Centers Price range per month
High class British Council, RES, Summit, ILA,
Middle class IZONE, IELTS Fighters, IELTS Ngọc
Bách, KOS, IMA, IPP, EQUEST
Low class Teacher operating class by their own Below 1.5 million VND
High-quality IELTS training centers often employ experienced teachers, typically IELTS examiners with international teaching certifications and over five years of experience These centers invest in top-notch facilities and services, strategically located for convenience As a result, learners seeking superior training and exceptional service, and who are willing to invest in higher tuition fees, should consider enrolling in these esteemed centers.
Middle-class centers offer quality services with modern facilities, staffed by experienced Vietnamese IELTS teachers who have achieved a band score of over 8.0 and possess at least two years of teaching experience While these centers may not be located on well-known streets, they are easily accessible.
Typically, learners enroll in 2 to 3 courses based on their estimated IELTS band score Those with a score of 3.0 or below aiming for a band of 6 to 6.5 will start with a Foundation course focused on IELTS basics, vocabulary, and grammar, progressing to Pre-IELTS (4.0 – 5.0) and then the IELTS course (5.0 – 6.0) After completing these courses, they can practice at home or take an advanced course before the IELTS test Conversely, students with an estimated band score between 5.0 and 6.0, or those preparing for the actual IELTS test, may opt for advanced courses (above 7.0) or targeted skill courses to enhance specific areas like writing and speaking.
3.1.2.2 Reliable IELTS Training Centers in Hanoi statistics
In response to the growing demand for IELTS preparation in Hanoi, numerous IELTS centers of varying sizes have emerged, allowing learners to access high-quality training options Among these, several centers have established a strong reputation in the market One notable institution is the British Council, recognized for its excellent IELTS training programs.
The British Council serves as the UK's leading organization for cultural relations and educational opportunities, renowned for administering the prestigious IELTS exam At ACET, the IELTS preparation program is structured into three levels: Pre-Intermediate, Intermediate, and Upper-Intermediate, providing comprehensive support for students aiming to excel in the IELTS test.
GLN Center was established since 2008 and in 2012, Bureau Veritas Certification -
The UK has achieved ISO 9001:2008 Quality Certification, highlighting its commitment to quality standards GLN is recognized as the Best IELTS Partner of the British Council and plays a crucial role in IELTS exam registration with IDP in Northern Vietnam All IELTS courses at GLN are delivered by 100% native teachers and include a comprehensive range of programs such as Introduction to IELTS, Pre-IELTS, IELTS Advanced, and specialized skill courses focusing on Writing, Reading, Listening, Speaking, Grammar, and Vocabulary for IELTS.
Summit English Center, established in 2010 in Hanoi, is a renowned educational institution trusted by students for IELTS exam preparation With modern facilities and a diverse teaching team of both Vietnamese and native speakers, Summit offers a comprehensive IELTS preparation program This program features five levels: Foundation, Intermediate, High-Intermediate, Intensive, and Advanced, ensuring tailored learning experiences for all students.
ACET offers comprehensive IELTS preparation programs designed in collaboration with the INSEARCH Institute of Technology at the University of Sydney (UTS) The center boasts state-of-the-art facilities that meet international standards The IELTS preparation courses at ACET encompass five levels: IELTS Express, IELTS Plus, IELTS Pro A, and IELTS Pro B, ensuring tailored learning experiences for students at different proficiency stages.
RES English center was established in May 2007 in Hanoi Until November of
2018, the RES English Center has 29 facilities including 10 campuses in Hanoi, 14
With 23 campuses located in Ho Chi Minh City and an additional 5 in Bac Ninh, Da Nang, Hai Phong, Vung Tau, and Bien Hoa, the RES English system serves over 20,000 enrolled students This institution specializes in professional language instruction, offering guidance from foreign teachers and co-producing innovative programs such as "5 New English Words Every Day" launched in 2019, along with the Hoa Ca initiative.
(2019) with channels VTV7 national educational television RES was recognized as the best partner of IDP from 2011-2017
The IELTS exam preparation program at RES offers a comprehensive range of courses, including English Basic, English Background, IELTS Foundation, and Foundation Foundation Additionally, students can choose from IELTS Pre A and B, Express IELTS, and IELTS Express, all designed to help achieve a score of 6.5 For those aiming for higher proficiency, RES provides IELTS Advanced, as well as specialized courses in IELTS Speaking and IELTS Writing, targeting improvement goals of 7.5.
Overview of IZONE IELTS Training Academy
IZONE was officially founded on December 12, 2015, following over two years of functioning as an IELTS learning community known as "Sharing Strategies of Studying IELTS," which began its operations on November 14, 2013.
IZONE specializes in intensive IELTS training and has experienced significant growth over nearly five years of operation With two branches in Hanoi, the center has successfully educated over 8,000 students, establishing itself as a leading choice for IELTS preparation.
IZONE is a trusted and prestigious IELTS training center that has successfully trained hundreds of students to achieve scores above 7.5 With a focus on carefully preparing and investing in high-quality teaching content, IZONE offers effective IELTS preparation at a reasonable cost.
IZONE is dedicated to being a trustworthy and affordable IELTS training academy that supports students throughout their entire IELTS journey and beyond The academy focuses on equipping students with essential background knowledge, a clear roadmap, and appropriate resources within a specified timeframe to help them achieve their IELTS goals.
IZONE has a vision of leading in the IELTS training segment in Vietnam
3.2.2 IZONE’s differences in the IELTS training market 3.2.2.1 IZONE teachers
The most competitive strengths of IZONE teachers are young, enthusiastic and talented Teachers of all classes are those who have studied for many years at English
There are 24 specialized high schools offering international courses at both Vietnamese and foreign universities, where students have achieved significant success in their studies and careers Additionally, the instructors possess extensive experience in teaching IELTS, having personally taught around 8,000 students over nearly two years.
The IELTS training program consists of four interconnected levels: Foundation Course, Pre-IELTS Course, IELTS Course, and Advanced IELTS Course Over two years, the training director and a team of nearly 20 teachers have meticulously developed and updated the curriculum and materials to reduce mandatory learning time, enhance student motivation, and optimize outcomes for learners.
The learning environment at IZONE is crucial for student motivation and success Lecturers not only impart knowledge but also inspire students throughout their courses IZONE fosters a familial atmosphere in classrooms, encouraging teachers to treat students as family members After completing a 2.5-month course, students are empowered to form study groups, ensuring ongoing support and collaboration among classmates, much like a family unit.
Over the five years of IZONE's establishment and growth, IELTS teachers have been recognized as the center's most vital and strategic asset Each teacher is not only talented and dedicated but also passionate about their students' success Their commitment to providing careful and conscientious instruction stems from a genuine love for their students, ensuring the highest quality of education and support.
IZONE's strategic advantage lies in its unique training program, which incorporates innovative learning methods developed by its academic team after extensive research involving over 5,000 students Notably, the center offers four specialized approaches for its IELTS courses, emphasizing multichannel learning to enhance student outcomes and facilitate effective language acquisition.
“mirror – fixing” study, vocabulary super - study, and “warfowl squadron”
IZONE's Foundation and Pre-IELTS courses aim to enhance learners' English language production skills, addressing their weak language reflexivity In the IELTS and Advanced IELTS courses, students are encouraged to attend 2-3 sessions weekly, with their study programs structured into smaller semesters This approach allows for intensive review of knowledge and ample practice through numerous IELTS tests, effectively preparing them for the actual exam.
IZONE recognizes the challenges students face, including the dedication required to overcome language barriers in pursuit of their goals To address these issues, IZONE continually enhances its training programs to provide effective and efficient learning experiences Additionally, IZONE is committed to motivating and inspiring students to excel in their IELTS studies.
3.2.4 IZONE’s organizational information 3.2.4.1 IZONE Organization Chart
Figure 3.1: Organization Chart of IZONE IELTS Training Academy
The total number of official staff members are 40 employees and there are more than 30 permanent IELTS teachers
Head office: No 4, 95 Hoang Cau Street, Dong Da District, Hanoi
The 2nd branch: No 9, 84/1, Pham Tuan Tai Street, Cau Giay District, Hanoi
The 3rd branch: Thang Long High School, No 44, Ta Quang Buu Street,
3.2.4.4 Co-founder profile Chief Executive Officer: Nguyen Huu Tu
2010 – 2014: Studying in Foreign Trade University
14/11/2013: Founding “Sharing strategies of studying IELTS” Community – the precursor of IZONE IELTS Training Academ
Training Director: Pham Hong Long
2010 – 2013: Monash University, Sunway campus, Australia
One of four students gaining High Achiever Award Scholarship for the 2nd semester of 2012 in the Faculty of Economics, Monash University, Sunway campus
Receive the school's allowance to participate in student exchange at the University of Miami, Coral Gables in Florida in the US - achieving GPA of 3.7 / 4.0 during this time
Be included in Monash University's Dean‟s Commendation List 2013 for 5% of graduates with the highest results
3.2.5 IELTS course levels in IZONE
IZONE offers a comprehensive 4-level IELTS course system tailored for students starting at a foundation level of 3.0 band The program consists of 108 lessons, amounting to 270 hours of instruction over 40 weeks Including breaks between courses, students can expect to invest approximately one year of study to achieve a target score of 7.0 in IELTS.
As below is the brief information of each level of cause
- Students are strengthened knowledge of pronunciation, grammar, vocabulary and also practiced speaking skill
Pronunciation: students will learn how to pronounce precisely and correct bad pronouncing habits to help them pronounce and listen more fluently
Grammar: consolidating knowledge and providing a huge number of homeworks will help student increase the ability to use grammar accurately and fluently
Students will enhance their vocabulary at home and engage in speaking practice during every class session Each vocabulary and speaking lesson is structured around specific topics, ensuring that each session concentrates on a distinct theme.
Approaching basicly to the content of IELTS exam preparation in 4 skills
After this course, students will master the basic and advanced grammar, know how to pronounce correctly, distinguishing academic vocabulary and using vocabulary in right context
Learning content summary The course fulfills weaked skills of students, orients students how to learn IELTS and provides IELTS materials
Reading skill: students will learn how to identify question types, practice answering techniques and fulfill students‟ vocabulary with various reading topics
Listening skill: student will learn and practice reasonable tactics for each type of questions, equip necessary listening skills, listen repeatedly to increase their listening ability
Students will enhance their writing skills by concentrating on the essential structure, vocabulary, and grammar required for both Task 1 and Task 2 of the IELTS exam Through targeted practice and personalized feedback from experienced IELTS lecturers, learners will effectively address and correct specific writing errors.
In this course, students will enhance their speaking skills by learning vocabulary at home, with each topic featuring a comprehensive vocabulary synthesis for long-term retention They will practice speaking both individually and in groups during class, focusing on the content from parts 1 and 2 of the curriculum.
Current situation of IELTS trainining service quality in IZONE
IZONE currently operates a total of 7 classrooms at its head office, with each of its two branches housing 4 classrooms As IZONE plans to expand its class offerings in the future, establishing additional branches will be essential to accommodate this growth.
The head office is equipped with 3 speakers and 1 projector system, accommodating 6 to 8 classes daily In contrast, the second branch on Pham Tuan Tai Street hosts 3 classes each day but is limited to just 2 speakers.
30 the training facilities are shared among classes each day It is apparent that there is a shortage of training facilities which affects the quality of IELTS teaching significantly
Besides, there is just 1 parking lot of IZONE at the head office while there is not any parking lot in the other branches, which brings students a feeling of annoyance
All the teachers compulsorily have some same characteristics, such as getting a high score in IELTS, professional teaching skills, responsive to and conscientious in teaching students
To successfully recruit highly qualified IELTS teachers, applicants must complete four essential stages: application, interview, demo teaching, and teacher training Upon successfully passing all these stages, candidates are officially recognized as teachers at IZONE.
The center enhances the quality of its trainers by recruiting highly qualified IELTS teachers and organizing weekly meetings to share updates, provide training on teaching skills, and discuss significant upcoming activities.
Each month, IZONE conducts surveys for students in all classes, gathering valuable feedback that is then shared with teachers This process helps educators identify their strengths and areas for improvement, fostering continuous growth after each class.
After two years of extensive research involving over 5,000 students, IZONE's academic team has developed an official training program featuring four levels of IELTS courses, each paired with unique learning methods This program has garnered positive feedback from students, highlighting its effectiveness and appeal.
The training program is regularly updated to align with student needs, ensuring that new information is communicated clearly to the center's teachers This approach guarantees that all instructors meet the essential quality standards required after completing their training.
IZONE offers tailored training materials for each course level, meticulously researched and designed to align with students' language abilities These materials are consistently evaluated for their effectiveness in enhancing students' English proficiency.
However, the printing quality of training materials does not satisfy students and there have appeared many mistakes in the current printings, which needs improving immediately
Teachers play a crucial role in supporting students both during and after classes at IZONE However, their ability to provide high-quality assistance is hindered by the overwhelming workload of balancing teaching responsibilities with student support This overload can negatively impact the effectiveness of their guidance and the overall student experience.
The department responsible for addressing non-academic inquiries from students is understaffed, with only two employees available to assist a growing number of IELTS learners This significant shortage of human resources has led to dissatisfaction among IZONE learners regarding the support services provided.
RESEARCH FINDING RESULTS
Demographic and general statistic
The study aims to collect a sample size of 150 valid responses, utilizing an online survey via Google Forms After gathering 129 responses and conducting data cleaning, 121 valid responses remain for analysis.
The analytical results are divided into the following groups:
4.1.1 Demographic analysis 4.1.1.1 Gender of the respondents
The first question of the demographics is about the respondent gender in which the female proportion is higher considerably with 74.4% in comparison to 25.6% of the male respondents
The demographic analysis reveals that among the 121 respondents, the majority, at 71.1%, fall within the 18 to 22 age range The 22 to 24 age group accounts for 11.6% of the responses, while those aged 28 to 35 represent 10.7% The smallest demographic group is comprised of respondents under 18, making up 6.6% of the total.
4.1.2 General information of IZONE learning customer analysis 4.1.2.1 Current enrolled course at IZONE of the respondents
According to the demographic data on current enrolled courses at IZONE, the largest segment of respondents, comprising 45.5%, is enrolled in the Foundation course (3.0 – 4.0).
From 18 to 22 From 22 to 24 Over 24 Under 18
Current enrolled courses at IZONE
Foundation (3.0-4.0) PRE-IELTS (4.0-5.0)IELTS (5.0-6.0) Advanced IELTS (6.0-7.0)
34 follows Pre IELTS course (4.0 – 5.0) is following behind with 34.7% The least two learner groups which take 19.0% and 0.8% consecutively are the IELTS (5.0 – 6.0) and the Advanced IELTS course (6.0 – 7.0)
The demographic analysis reveals that the primary referral channel for IZONE learners is Facebook, with 52.9% of respondents indicating they discovered IZONE through this platform Following closely, 38.8% learned about IZONE through friends Smaller percentages of learners found IZONE via Google (5.8%), newspapers (1.7%), and other channels (0.8%).
Facebook Friends Google Newspapers Others
A recent survey revealed that an impressive 87.6% of IZONE learners would recommend their friends to join IELTS training courses at the IZONE center, indicating a strong preference for the program In contrast, only 12.4% of respondents chose not to refer others, highlighting the overall satisfaction and trust in the training provided.
Customer satisfaction questionnaire analysis
The answers to the questions vary from 1 to 5 in the 5-point Likert scale, the standard deviation is quite small (from 0.928 to 1.167) with the whole average score above
3 (ranging from 3.17 to 4.26) This result expresses that the level of customer perception of the survey criteria is quite uniform (expressed in small standard deviations) (See Table 1 - Appendix 2)
To ensure the reliability of factors in research, we utilize the Cronbach's Alpha coefficient, aiming for a minimum value of 0.6, as recommended by Hair et al (2006) Each factor is assessed through various observed variables, or questions, where the total variable correlation coefficient helps determine if a question is relevant to its respective factor A correlation coefficient below 0.3, as noted by Nunnally (1994), indicates that the question is a "garbage variable" and should be excluded from the analysis Factors with a Cronbach's Alpha coefficient under 0.6 are deemed inappropriate, suggesting that they do not effectively represent the research environment.
The reliability testing of the research scale indicates that all factors meet the criteria for Cronbach's Alpha, with coefficients exceeding 0.6 and correlation coefficients above 0.3 (refer to Table 3 – Appendix II) Consequently, no variables will be excluded from the research proposals to enhance scale reliability, and all observed variables deemed reliable will proceed to the exploratory factor analysis in the subsequent phase.
Table 4.1: Factors table after Cronbach test
Exploratory Factor Analysis (EFA) is a statistical method used to assess both convergent and discriminant validity by examining the correlations among variables, without distinguishing between dependent and independent variables EFA aims to reduce a larger set of observed variables (K) into a smaller set of significant factors (F), where F is less than K This reduction is grounded in the linear relationships between the identified factors and the original observed variables.
To assess sampling adequacy for exploratory factor analysis (EFA), the Kaiser-Meyer-Olkin (KMO) measure is utilized, with values ranging from 0 to 1; a KMO value of 0.50 is deemed acceptable (Hair et al., 1995; Tabachnick & Fidell, 2001) Additionally, Bartlett's test should yield a p-value of less than 0.05, with a factor loading coefficient of at least 0.5 and a minimum variance extracted of 0.5 It's important to note that factor analysis focuses solely on the relationships among all variables in the analysis, rather than between dependent and independent variables (Hoang Trong & Chu Nguyen Mong Ngoc, 2008) For this study, we will perform exploratory factor analysis on the independent variables using the Principal Component method with Varimax rotation.
The first analysis shows that KMO = 0.950> 0.5, Batlett test has p- value = 0.000
After conducting an exploratory factor analysis on the observed variables, we identified two factors, with one new factor emerging from several proposed factors The analysis revealed that the variance accounted for is 75.793%, and the factor loading coefficients for the observed variables are all greater than 0.5 A summary table below renames these newly identified factors for clarity.
Table 4.2: Reliable observed variables after running exploratory factor analysis
Training program and service TPS
TM1 TD4 TD1 IT3 TM2 TD2 SS2 IT1 IT2 SS3 SS1 TM3 TF2
Source: Author (2019) And the research‟s hypothesis is narrowed as follow:
H1: There is significant between Training program and service and Customer satisfaction
H2: There is significant between Training facilities and Customer satisfaction And the following descriptive statistics is conducted with the new factor as the table below:
Table 4.7: Table of Descriptive statistic of grouped factors after run exploratory factor analysis
In examining the relationship between customer satisfaction and various model factors, we employ the Pearson correlation coefficient A correlation coefficient significantly different from zero, along with a p-value of less than 0.05, indicates meaningful relationships among the factors This analysis highlights the presence of positive correlations within the dataset.
The analysis reveals that the 38 coefficients indicate consistent relationships, with negative correlation coefficients signifying opposing relationships A higher correlation coefficient among the factors suggests a stronger relationship between them.
A study by Author (2019) reveals a strong correlation between customer satisfaction and the TPS factor (0.902, p < 0.05), while the CR variable shows a weaker correlation (0.683, p < 0.05) This indicates that the factors identified through exploratory factor analysis are valid, leading to a refined general regression model.
CS = β0 + β1 * TPS + β2 * TF + ε, and the following revised model looks like this:
Figure 4.6: Calibration model of customer satisfaction
Source: Author (2019) Next, we will put the general calibration model on the regression analysis step to build the model about customer satisfaction in IZONE IELTS Training Academy
4.2.4 Regression analysis Correlation analysis tells us the relationship between concepts, but we cannot yet know how the relationship between them is causal to test research hypotheses Thus, we must use regression analysis to consider the causal relationship between dependent and independent variables The analytical method used in this research is the method of least squares (OLS), the method of putting the variable into regression is the enter method (putting all the variables at the same time), because this is an inspection study so Enter method will be more appropriate than stepwise method (Nguyen Dinh Tho, 2011)
The F-parameter in the variance analysis indicates a p-value of 0.000, confirming the appropriateness of the estimated results (Table 12 – Appendix II) Additionally, the adjusted R-square value of 0.811 (Table 11 – Appendix II) demonstrates that the model accounts for 81.1% of the variation in the dependent variable, "customer satisfaction." Furthermore, the VIF indices for the independent variables are below the acceptable threshold, ensuring the reliability of the model.
3, indicating that there is no hyperbolicity between the explanatory variables and the independent variables (Table 13 – Appendix II) Below is a step to verify research hypotheses
H1 research hypothesis: " There is significant between Training program and service" and Customer Satisfaction This means that we must test the hypothesis of Beta
The regression analysis reveals a positive relationship with a TPS variable, indicated by a Beta coefficient of 0.874 (greater than 0) and a p-value of 0.00 (less than 0.05), as shown in Table 13 – Appendix II Therefore, with a 95% reliability coefficient, we can confirm the positivity of the Beta coefficient for the TPS variable, supporting the acceptance of hypothesis H1.
The research hypothesis H2 posits that there is a significant relationship between training facilities and customer satisfaction Regression analysis indicates a Beta coefficient of 0.129, which is greater than 0, and a p-value of 0.034, which is less than 0.05 (refer to Table 13 – Appendix II) With a reliability coefficient of 95%, this supports the conclusion that the Beta coefficient for the variable training facilities is positive, leading us to accept hypothesis H2.
Therefore, after running regression and testing research hypotheses, the research model has the following form:
To test the difference between groups according to the differentiation signs, we use variance analysis technique (ANOVA) The analysis results from the research data give the following results:
4.2.6.1 Check the differences between groups of customers with different genders:
Levene statistical results by age are 0.018< 0.05, so at the reliability of 95% Ho hypothesis: " Different variance"is accepted, and reject the hypothesis H1 " Equal variance"
4.2.6.2 Check the differences between groups of customers with different ages:
After running the test, the study has the following results:
The Levene statistical results indicate a value of 0.094, which is greater than the significance level of 0.05 (Table 14 – Appendix II) Therefore, at a 95% confidence level, we accept the null hypothesis (Ho) of "Equal variance" and reject the alternative hypothesis (H1) of "Different variance." Consequently, the results of the ANOVA analysis are deemed valid for further interpretation.
ANOVA analysis results indicate a p-value of 0.618, which is greater than the 0.05 threshold (see Table 15 – Appendix II) This suggests that there are no significant differences in responses based on the gender of the participants.
4.2.6.3 Check the differences between groups of customers with different current enrolled courses at IZONE:
The Levene statistical results by age indicate a value of 0.894, which is greater than 0.05 (Table 18 – Appendix II) Therefore, at a 95% confidence level, we accept the null hypothesis (Ho) of "Equal variance" and reject the alternative hypothesis (H1) of "Different variance." Consequently, the results of the ANOVA analysis are deemed valid for interpretation.
RESEARCH DISCUSSION AND RECOMMENDATION
CHAPTER V: RESEARCH DISCUSSION AND RECOMMENDATION
This research examines the objectives of a study conducted with 121 respondents enrolled at IZONE IELTS Training Academy The findings reveal that out of five proposed factors, only two significantly influence customer satisfaction: (1) Training program and service, and (2) Training facilities The "Training program and service" factor, which encompasses four components—IELTS teacher, training material, training design, and supportive service—demonstrates a strong relationship with customer satisfaction, evidenced by a coefficient of 0.874 This indicates that the quality of the training program, particularly the effectiveness of the IELTS teacher, plays a crucial role in shaping the customer experience, as interactions with the teacher occur both in class and through social media platforms The study suggests that positive perceptions of the IELTS teacher reflect an overall favorable evaluation of the training program, materials, and services provided Conversely, the "Training facilities" factor has a minimal impact on customer satisfaction, indicating that IZONE's target customers prioritize affordable IELTS courses over high-quality facilities, aligning with their economic conditions.
An analysis of customer satisfaction at IZONE IELTS Training Academy reveals that the overall rating exceeds the average on the Likert scale, with training facilities receiving a commendable score of 3.93, indicating a moderately positive perception among IELTS learners In contrast, the training program and service score is slightly lower at 3.48 While both factors contribute to customer satisfaction, there are areas needing improvement, particularly concerning specific aspects such as toilet and parking facilities, which scored 3.17 and 3.37, respectively Additionally, the training room and visual aids, with scores of 3.63 and 3.74, also require enhancements to better meet learner expectations.
The quality of training at IZONE is reflected in the high ratings for both the training program (3.77) and supplemental activities like livestreams and articles (3.79) Notably, the IELTS teaching team received an impressive average score of 4.08, indicating that they exceed learner expectations and contribute significantly to overall satisfaction Learners particularly appreciate the enthusiasm, professionalism, and friendliness of the teachers, who scored 4.26, while their background and teaching methodology also received favorable ratings of 4.02 and 3.98, respectively Additionally, the training design aspect showed a consistent satisfaction level, with scores ranging from 3.85 to 3.93, demonstrating that learners are generally pleased with the structure of the IELTS training program at IZONE.
In this research, the most influential factor on customer satisfaction is the training program and service, with a coefficient of β = 0.874 In contrast, the training facilities factor has a significantly lower coefficient of 0.129, indicating its minimal impact on customer satisfaction This highlights that the key to maintaining customer satisfaction in the IZONE training course lies primarily in the quality of the training program and service However, it is also essential to note that enhancing training facilities can further contribute to customer satisfaction during their learning experience at the academy.
The research indicates that demographic factors like age, current course enrollment in IZONE, and referral channels show no significant differences; however, gender emerges as a notable factor Additionally, approximately 87.6% of customers have referred friends to join the IELTS training course at IZONE, significantly reducing marketing and sales costs for the organization.
After discussing the finding results of the research, there are several recommendations worth mentioning to improve IZONE customer satisfaction effectively
The most significant factor influencing IZONE learners' satisfaction is the IZONE training program and service, which encompasses three key elements: IELTS teachers, training materials, training design, and supportive services To effectively enhance customer satisfaction, IZONE must prioritize improvements in these four areas.
44 proposed factors This research will suggest two solutions to update employee retention as bellow:
To enhance customer satisfaction and improve the overall experience of IZONE's IELTS courses, it is essential to upgrade the printing quality of training materials, particularly workbooks High-quality materials will ensure that learners can comfortably and effectively use them over an extended period, ideally at least six months This longevity encourages learners to continue referencing the materials and increases the likelihood of them recommending IZONE to friends interested in IELTS preparation, ultimately fostering a positive intention to learn among their peers.
In the IZONE class, the absence of a class assistant allows IELTS teachers to focus on supporting each student more effectively, both during and outside of class This shift reduces the teacher's burden of addressing repetitive questions, enabling them to dedicate more time to valuable activities like livestream sessions and articles that enhance IELTS knowledge and test strategies As a result, students receive better practice opportunities and gain useful insights for their IELTS preparation, significantly improving the overall quality of the IELTS training course.
While training facilities have a minimal impact on IZONE's customer satisfaction, they are essential for effective training programs Poor facilities can hinder customer satisfaction, whereas IZONE's modern center, equipped with high-tech devices, can attract potential learners through effective marketing strategies for its IELTS training program Additionally, students experience a sense of energy and comfort during their learning sessions, enhancing their overall experience Based on the findings regarding training facilities, the researcher offers several recommendations to improve the training environment.
To enhance the effectiveness of IELTS instruction, each teaching room should be equipped with a high-quality projection screen and projector, allowing teachers to utilize PowerPoint presentations and various online visual materials Additionally, a reliable speaker system is essential for playing listening audio and video resources Furthermore, to address the challenge of speaking clearly to larger classes of 10 to 15 students, every IELTS teacher should have access to a voice amplifier.
During teamwork activities like games or discussions, sessions typically last for three hours Without a voice amplifier, teachers may struggle to maintain a high volume, leading to fatigue.
With each IELTS class accommodating 10 to 15 students and multiple classes held in the evening, addressing parking concerns is essential for ensuring the safety of students, teachers, and staff vehicles To enhance security, IZONE should consider partnering with a professional parking security service, ensuring that the parking area is conveniently located near the training facilities.
To effectively enhance IELTS skills for its customers and attract future clients, IZONE should establish a mini-library within its main facility This library will offer a diverse range of free IELTS materials and a dedicated learning space for both individual and group study Additionally, IZONE instructors can utilize this area for supplementary classes and livestream sessions on platforms like YouTube and Facebook These initiatives will not only engage IELTS learners but also position IZONE as a desirable training academy, ultimately aiding the marketing team in converting potential customers into enrolled students.
Research indicates that there is no significant statistical difference in the mean survey results of the dependent variable among various response groups based on participants' age, current courses in IZONE, and referral channels However, the analysis reveals a notable statistical distinction related to gender.
A recent study reveals that approximately 87.6% of customers have recommended IZONE's IELTS training courses to their friends, significantly reducing the marketing and sales costs associated with attracting new clients.
This survey aims to identify the key factors influencing customer satisfaction at IZONE IELTS Training Academy We appreciate your time in completing this survey, and we kindly ask that you answer all questions Rest assured, all information gathered will remain confidential and will solely be used for research purposes.
Part 1: General question Question 1: What is your group of ages Below 18/From 18 to 22/From 22 to 24/Above 24 Question 2: What is your gender
Male/Female/Other Question 3: What is current enrolled course in IZONE IELTS Foundation course/ PRE-IELTS course/ IELTS course/ Advanced IELTS Question 4: What is customer referral channel?
Facebook/ Google/ Friends/ Media Question 5: Do you refer your friends to learn in IZONE?
Yes/ No Part 2: Survey questionnaire Scales of Training facilities factor
Factors Questions Code Agreed level
Classrooms are cleaned, having enough light and space for student to do activities during sessions TF1 1 2 3 4 5
Classrooms‟ Facilities such as sound devices and visual aids are working properly TF2 1 2 3 4 5
Toilet are clean and hygienic TF3 1 2 3 4 5
The vehicle parking for learners is convenient to park TF4 1 2 3 4 5
Scales of IELTS Teachers factor
Factors Questions Code Agreed level
IELTS Teachers have attractive profile with years of experience in teaching IELTS IT1 1 2 3 4 5
IELTS Teachers have appropriate and flexible methodology to help learners find easier to learn IT2 1 2 3 4 5
IELTS Teachers are nice and professional IT3 1 2 3 4 5
Scales of Training materials factor
Factors Questions Code Agreed level
Training materials is understandable and suitable for your IELTS level TM1
1 2 3 4 5 Training materials is up-to-date with the changing of IELTS format of the current examination
1 2 3 4 5 The quality of material copies for learner is good
Scales of Program designing factor
Factors Questions Code Agreed level
The amount and arrangement of the modules are logical TD1 1 2 3 4 5
The duration of the cprogram is suitable TD2 1 2 3 4 5
The content is various and appropriate TD3 1 2 3 4 5
A trial test organizing after IELTS course is useful TD4 1 2 3 4 5
Scales of Supportive services factor
Factors Questions Code Agreed level
The quality of IZONE feedback solving system is timely, effective and polite SS1 1 2 3 4 5
Class Assistants are professional and effective during sessions to help learners SS2 1 2 3 4 5
Class Assistants are nice and supportive beside class time SS3 1 2 3 4 5
Factors Questions Code Agreed level
You satisfy with the service quality in IZONE ER1 1 2 3 4 5 You will learn the next level course after finishing this course ER2 1 2 3 4 5
You will introduce your friends to learn in
Table 1: Table of descriptive statistic of research variables
Statistic Statistic Statistic Statistic Statistic
Table 2: Table of demographic analysis
Current enrolled courses at IZONE
Scale Mean if Item Deleted
Scale Variance if Item Deleted
Cronbach's Alpha if Item Deleted
Table 4 KMO and Bartlett's Test result
Kaiser-Meyer-Olkin Measure of Sampling Adequacy
Table 5 Total Variance Explained test result
Initial Eigenvalues Extraction Sums of
Rotation Sums of Squared Loadings
Table 6 Rotated Component Matrix a test result
Table 7: Table of the correlation between independent variables
TF1 TF2 TF3 TF4 IT1 IT2 IT3 TM1 TM2 TM3 TD1 TD2 TD3 TD4 SS1 SS2 SS3
Table 9: Table of component matrix
Table 10: Table of descriptive statistic of calibrating factors after EFA test
N Range Minimum Maximum Mean Std Deviation Variance Skewness Kurtosis
Statistic Statistic Statistic Statistic Statistic Std Error Statistic Statistic Statistic Std Error Statistic Std Error
Table 11: Model Summary b test result
Std Error of the Estimate Durbin-Watson
Model Sum of Squares df Mean Square F Sig
B Std Error Beta Tolerance VIF
Source: Author (2019) Table 14: Levene Statistic of age group test result
Test of Homogeneity of Variances
Levene Statistic df1 df2 Sig