An investigation into the determinants of blended leaning satisfaction from EFL learners’ perspective

Abstract

PurposeThe purpose of this paper is to investigate factors influencing English as foreign language (EFL) learners’ satisfaction using learning management systems (LMS) in blended learning.Design/methodology/approachThis study conducted a survey method among 164 intermediate EFL learners of Safir Language Academy in Iran. Survey data were analyzed using the partial least squares (PLS) method, while Smart PLS was used to test the hypotheses and to validate the proposed model.FindingsThe results indicated that teaching presence, cognitive presence, information quality and system quality affect satisfaction of blended learning. However, there is not a significant relationship between social presence and learners’ satisfaction in blended learning using LMS.Research limitations/implicationsThis study proposes a comprehensive model which has been developed using the indicators of community of inquiry model, system quality and information quality to contribute to our understanding of key factors impacting EFL learners’ satisfaction.Originality/valueThe outcome will help academic institutions to provide effective English-medium instruction for the enhancement of EFL learners’ satisfaction and a basis for factors influencing EFL learners’ satisfaction in blended learning.