Drivers of English Language Learning Satisfaction among University Students: A Cross-Sectional Investigation

This study aims to develop and empirically test a comprehensive model identifying the key drivers of English language learning satisfaction among university students. As English proficiency becomes increasingly integral to higher education and global career prospects, understanding the factors that contribute to a positive and practical learning experience is crucial for institutional quality assurance and pedagogical improvement. While previous research has explored various facets of student satisfaction, a holistic model tailored to the specific context of university-level English as a Foreign Language (EFL) instruction remains underdeveloped. This research addresses this gap through a quantitative, cross-sectional investigation. A survey instrument, measuring six potential drivers of satisfaction—Teacher Competence and Support, Curriculum and Content Quality, Learning Environment, Learner Motivation, Learner Autonomy, and Assessment and Feedback—was administered to a sample of 329 undergraduate students from diverse academic disciplines. The data were analyzed using a sequential, three-stage process. First, Cronbach's Alpha confirmed the high internal consistency of all measurement scales. Second, an Exploratory Factor Analysis (EFA) validated a clear six-factor structure underlying the predictor variables. Finally, Ordinary Least Squares (OLS) multiple regression was employed to assess the predictive power of these six factors on overall student satisfaction. The regression model was statistically significant, explaining 72.9% of the variance in English language learning satisfaction. The findings revealed that Teacher Competence and Support emerged as the most potent predictors, followed closely by Curriculum and Content Quality. Assessment and Feedback, Learner Motivation, and the Learning Environment were also found to be significant, albeit more moderate, predictors. Learner Autonomy, while theoretically important, did not show a significant direct effect in the final model. These results underscore the centrality of high-quality instruction and a relevant, engaging curriculum in shaping student satisfaction. The study concludes with practical, evidence-based recommendations for university administrators, curriculum designers, and EFL instructors, emphasizing the need for a multi-faceted, student-centered approach to enhance the educational experience and foster institutional success.