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tisfaction
The concept of "satisfaction" is first widely discussed in commercial spheres whichpays attention to customer satisfaction. It is regarded that customers can get more benefitsthan their costs (H. Liu, 2011). Cardozo first puts forward the concept believing thatcustomer satisfaction may increase a customer's repeated purchase behavior and purchasefor other products (1965). Since then, customer satisfaction has dominated marketingpractice for a long time. Accordingly, Research and investigations have been carried out toverify the importance of customer satisfaction (Aldridge and Rowley, 1988. p. 200;Pantages and Creedon, 1978). Most of them show that customer satisfaction is the mainfactor influencing customer behavior and that satisfied customers are assets for a company.Meanwhile, such theories as assimilation theory, comparison theory, imbalance theory,equity theory, expectancy disconfirmation theory etc. have been broadly applied intocustomer satisfaction research. Among the previous listed theories, expectancydisconfirmation theory is most widely used in discussing consumer’s pre-purchaseexpectation and after-purchase satisfaction. Investigations mainly concentrate onmeasuring customer's expectancy, customer's perceived quality of service (perceivedvalue), customer satisfaction and customer loyalty (Nyer, 2000).
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1.2 Components of Student Satisfaction
In light of the previous researchers’ classification on the EFL classroomenvironment(Desheilds et al., 2005, p.128-139; Sun et al., 2008; Mai & Li-wei, 2005, p.859-878; Khalid, 2010, p. 345-354), we consider student satisfaction as including thefollowing five dimensions, namely, learner dimension, instructor dimension, coursedimension, physical environment dimension and interaction dimension.a) Learner dimensionLearner dimension is a variable assessing learner's overall satisfaction on his or herown performance in English classroom. It consists of three crucial aspects, i.e. Learner'sself-efficacy, learning anxiety and learner's self-regulation.Much research indicates that learner's self-efficacy plays an important role in learningattempt and learning outcome (Schunk, 1990; Zimmerman, 1990). However, manystruggling learners do not have confidence in school and academics (Pajares, 1992;Brophy, 1998), which turns out to negatively influence their learning motivation.According to Bandura, learner's self-efficacy refers to “learner's belief that he/she has thecapacity to organize and execute the course action required to produce given attainment”(1997). Low self-efficacy impedes academic achievement and in the long run, createsself-fulfilling prophecies of failure and learned helplessness that can devastatepsychological well-being (Margolis & Mccabe, 2006).
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2. Methodology...... 27
2.1 Research Questions ........ 27
2.2 Subjects......... 27
2.3 Design and Setting.... 28
2.4 Instruments ......... 28
2.5 Procedures .... 30
2.6 Data Collection Procedure.... 31
2.7 Statistic Procedures and Data Analysis ........ 32
3. Results and Discussion ....... 37
3.1 Provisional Questionnaire Generation.... 37
3.2 Formal Questionnaire Formulation ........ 39
3.3 Structure Model Formulation ..... 46
3.4 Components of the Questionnaire .... 53
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