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 a diverse range of learners, focusing on communication skills, vocabulary, and grammar from basic to advanced levels, with a notable emphasis on preparing students for internationally recognized exams like IELTS and TOEFL However, experts warn of a concerning trend where the quantity of language centers does not equate to quality; many attract students with appealing courses and experienced staff, yet fail to deliver on their promises Often, advertised foreign teachers lack actual teaching experience, complicating the search for reputable English centers for both students and parents Despite ongoing discussions among educational experts, a definitive solution to this issue remains elusive Therefore, it is essential for English training schools, especially those specializing in IELTS, to prioritize learner satisfaction and service quality to develop sustainable strategies in an increasingly competitive landscape.
IZONE IELTS Training Academy has been a key player in the IELTS training market for five years, achieving notable success However, with dropout rates of 15% among learners and 40% discontinuing to the next level, there are concerns regarding the quality of training services offered This research aims to identify the factors influencing customer satisfaction with IZONE's service quality, ultimately seeking solutions to reduce dropout rates and increase enrollment in advanced courses The study is titled: “A Research of the Effect of Service Quality on Customer Satisfaction in IZONE IELTS Training Academy.”
Literature review
Training institutions face challenges in standardizing service quality due to the varying needs and expectations of customers, alongside their specific quality policies (Bunn et al., 2013) Customer satisfaction is crucial for the sustainability and growth of organizations (Phillip Kotler, 2011) The Servqual model (Parasuraman et al.) is often used to assess service quality in this context.
The Servqual model, developed by Parasuraman et al in 1985, is a widely recognized 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 identified overlapping elements within the five-scale model, highlighting close correlations among these dimensions.
Cronin and Taylor (1992, 1995) developed the Servperf model by refining the Servqual model, identifying five key factors that influence service quality based on sector-specific 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 key factors that contribute to their satisfaction during the learning process Additionally, the study will investigate the elements that lead to customer dissatisfaction, providing insights for potential improvements.
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 one will discuss about the content includes literature review, relevant conceptual models, proposed theoretical framework and hypotheses development in detail
Chapter two of the study will discuss about research methodology with research approach, process, design, data collection methods, sampling design, research instrument, constructs measurement, data processing and data analysis
Chapter 3: Current situation of IZONE IELTS Training Academy
Chapter three describes the overview of IELTS training industry and the current situation of IZONE IELTS Training Academy in term of service quality
Chapter four presents the constructed questionnaires in the form of charts and tables, with analytical results derived from SPSS version 20.0 The discussion will focus on how these results relate to the hypotheses and research questions.
Chapter 5: Research discussion and recommendation
Chapter five will discuss about statistical analysis results in the chapter four and recommend solutions to improve the variable that have the lowest score in the questionnaire analysis
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
According to Kotler and Armstrong (2004), a service is defined as an intangible act or interest provided by one party to another, without transferring ownership Lewis and Booms (1983) further emphasize that service quality is determined by how well the service meets customer expectations, highlighting the importance of consistently responding to those expectations to create a quality service experience.
Training is a vital process aimed at enhancing knowledge, developing skillsets, and fostering positive attitudinal and behavioral changes to improve trainees' performance According to Bartlett (2001), training is a manageable practice that encourages desired behaviors and attitudes, such as job involvement, motivation, and organizational commitment Key factors influencing the effectiveness of training include the frequency of training, trainees' motivation, perceived benefits, and supervisory support, all of which underscore the significance of training within an organization.
The British Department of Employment Glossary of Training Terms (1981) defines training as the systematic development of the attitudes, knowledge, skills, and behaviors necessary for an individual to perform a specific task or job effectively Key elements of this definition include "systematic development," which emphasizes the importance of planning and control, "individual," highlighting the focus on personal growth rather than group dynamics, and "job performance," which serves as the benchmark for success (Bramley, 1993).
According to Hinrichs (1976), training in an American context is defined as organizationally initiated procedures designed to enhance learning among members, thereby contributing to overall organizational effectiveness This definition emphasizes key concepts such as "organizational procedure," which situates the training process within a formal context, and "foster learning," indicating a shared responsibility between the organization and its members The ultimate measure of success in training is its impact on organizational performance.
Training, as defined by Wayne F Cascio (2017), is a structured program aimed at enhancing performance at individual, group, and organizational levels, resulting in measurable improvements in knowledge, skills, attitudes, and social behaviors C.B Memoria (2000) further describes training as a learning process that involves a sequence of programmed behaviors, focusing on applying knowledge to enhance current job performance while preparing individuals for future roles This short-term, organized, and systematic approach enables non-managerial personnel to acquire essential technical knowledge and skills for specific job-related purposes, including the operation of machinery and equipment.
Training focuses on enhancing an individual's confidence and competence in both their professional and personal lives The learning process at the heart of training can be implemented through various effective methods.
Perceived service quality, as defined by Parasuraman, Berry, and Zeithaml (1985, 1988), arises from the consumer's evaluation of expected versus received service 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 aligns with actual experiences (Cronin & Taylor, 1992) A detailed analysis of the scale items for each dimension highlights that most items are closely tied to the human interaction aspect of 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, is a widely-used tool for measuring service quality, grounded in rigorous qualitative and quantitative research Its creators assert that it can effectively evaluate the service quality of any firm, leading to its broad adoption in various industries The SERVQUAL scale assesses the gap between customer expectations and their actual perceptions of service received Initially identifying ten determinants of service quality, the researchers refined these to five key dimensions: tangibles, reliability, responsiveness, assurance, and empathy, enhancing the instrument's effectiveness in assessing service quality across different contexts.
Critiques of the SERVQUAL model have emerged in several studies, highlighting its limitations in accurately measuring service quality Notably, researchers like Cronin Jr and Taylor (1994) argued that the model relies on the disconfirmation paradigm, which lacks sufficient evidence to support how customers evaluate service quality They also criticized SERVQUAL for being based on an expectations-disconfirmation model rather than an attitudinal approach, suggesting that perceived service quality should not be classified as an attitude Additionally, Buttle (1996) pointed out that SERVQUAL fails to account for the evolving nature of customer expectations, rendering the performance-minus-expectations framework an inadequate measure of service quality Teas (1993) further emphasized that the expectations component may not effectively gauge service quality, recommending that the SERVQUAL model could be enhanced by focusing solely on customer perceptions.
Cronin and Taylor (1994) advocated for the superiority of performance-based measures of service quality, specifically the SERVPERF model, over the more commonly used SERVQUAL framework, which relies on the "perceptions-minus-expectations" approach While SERVQUAL has been widely utilized since its inception, this research focused on SERVPERF, which solely assesses consumer perceptions of service performance, offering a clearer understanding of service quality without depending on the disconfirmation paradigm This approach provides a more valid representation of the service quality construct; however, it is important to note that SERVPERF has not been empirically tested across as many industries as SERVQUAL.
Tangibility is the first dimension of service quality, encompassing 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 is crucial in service delivery, reflecting the consistent execution of promised accuracy Customers expect reliable service performance, which means services should be delivered on time and maintain the same high standards every time For instance, individuals often value receiving their mail at a consistent time each day or week In the context of service training, reliability extends to back-office operations, where precision in billing and record-keeping is essential.
Responsiveness is crucial in customer service, as it reflects the willingness to assist customers promptly Delays without clear reasons can lead to negative perceptions of a company's service quality However, if a service provider can quickly and professionally address service failures or interruptions, it can significantly enhance the perception of service quality For instance, offering complimentary drinks on a delayed flight can transform a potentially negative experience into a memorable and positive one.
The assurance dimension in customer service encompasses the politeness, knowledge, and competence of service providers, which fosters trust and confidence among customers Effective communication, characterized by respect and courtesy, is essential in delivering services, as it significantly enhances the customer experience and helps service providers build strong relationships with their clients.
Empathy in customer service involves providing personalized attention to customers, fostering a sense of security and approachability It is essential for understanding and addressing the unique needs of each customer, ultimately enhancing their experience.
Service quality assessment models
The service quality gaps identified by Parasuraman et al (1985, 1988) highlight critical discrepancies in customer service delivery The first gap arises from a misalignment between customer expectations and the service manager's understanding of those expectations, indicating that the service company lacks a comprehensive grasp of what constitutes quality service The second gap occurs when the company struggles to translate its understanding of customer expectations into actionable service quality attributes, often due to the complexity of customer demands and the company's inability to meet personalized service needs Finally, the third gap is evident when service agents fail to deliver services according to established quality criteria, as direct customer interactions are vital in the quality creation process, yet agents may not always execute their roles effectively.
Customer expectations regarding service quality are significantly influenced by advertising media and information While promotional promises can elevate customer expectations, failing to deliver on these promises can lead to a diminished perception of service quality This highlights the importance of maintaining consistency in service delivery to meet customer expectations effectively.
The fifth gap in service quality arises when there is a discrepancy between customer expectations and their perceived experience Service quality hinges on this gap; 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 the preceding dimensions To enhance service quality and reduce this fifth gap, service administrators must actively work to minimize the distance This model of service quality, as proposed by the researchers, highlights the importance of addressing gaps to improve overall service delivery.
Parasuraman et al developed a theoretical model to measure service quality, identifying ten key components that shape consumers' 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:
The ten-component model of service quality effectively encompasses nearly all aspects of service; however, it presents challenges in measurement complexity Additionally, as a theoretical framework, some components may lack distinct value According to Parasuraman (1988), service quality is defined as the gap between a customer's perception and their expectations, represented by the equation "Service quality = Perceived Level - Expected Value." While customer perceptions can be clearly identified based on their beliefs about the service, expectations often remain ambiguous and can be interpreted in various ways.
SERVQUAL is a widely recognized method for assessing service quality by comparing customer expectations with their perceptions of the actual service delivered It incorporates two essential models: the five service quality distance model and the component quality service model SERVQUAL evaluates service quality through five key criteria, focusing on the outcomes of the service and the manner in which it is provided.
Cronin and Taylor (1992) introduced the SERVPERF model, which posits that optimal service quality is determined by customer perceptions of service performance This model highlights that customer satisfaction with service quality is directly proportional to their perceived level of service performance.
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 other researchers, including Lee et al (2000) and Brady et al (2002) The SERVPERF scale consists of 22 statements that focus solely on customer perceptions, similar to those in the SERVQUAL model, but it does not take expectations into account.
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 primarily shaped by their experiences with a service, while their expectations can often be unclear As a result, the SERVPERF model is frequently utilized to assess service quality effectively.
Research conceptual model
The relationship between service quality and customer satisfaction is illustrated in Figure 1.1, while a tailored model specific to the IELTS training center is depicted in Figure 1.4 This model has been refined to enhance its applicability for analyzing training services.
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 article explores two primary research approaches: inductive and deductive The inductive approach involves collecting data to develop a theory, while the deductive approach starts with a hypothesis that is tested through a structured research strategy The deductive method consists of five stages: formulating a hypothesis, defining it operationally, testing it, analyzing the results, and refining the hypothesis based on the findings (Saunders et al., 2009) This paper specifically aims to investigate how service quality impacts customer satisfaction at IZONE IELTS Training Academy, employing a deductive approach to assess the dimensions of service quality that influence customer satisfaction, based on existing research in this field.
Research process
In order to achieve the aims of this research, the author will apply quantitative research method as following research process:
The theoretical foundation of this study builds on prior research regarding customer satisfaction and service quality, specifically examining the impact of service quality on customer satisfaction Subsequently, the researcher introduces a proposed research model and employs a quantitative research method, which encompasses several key 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 collect extensive data from customers of IZONE IELTS Training Academy By administering a questionnaire, the study aims to gather a significant number of responses for descriptive and explanatory analysis This widely-used research method facilitates positive outcomes from the survey, allowing for the effective analysis of numeric data to address the research questions Following the framework outlined by Saunders et al (2009), the quantitative approach is essential for analyzing the collected statistics and deriving meaningful insights.
This research aims to utilize the latest reliable and valid scales to accurately measure quantities, grounded in a thorough literature review and aligned with the established research questions.
Sampling design and procedure
In August 2019, the researcher focused on customers of the IZONE IELTS training center in Hanoi, as gathering survey responses from non-IZONE learners proved challenging due to their lack of interest Additionally, the reliability of results was compromised by the time elapsed since they utilized IZONE's services, which could lead to memory loss regarding service quality Furthermore, if learners had completed their courses more than 3 to 6 months prior, their perceptions of service quality would likely be outdated, resulting in skewed assessments.
The research utilizes a convenience sampling technique to select participants, allowing for easy and feasible access due to time and cost constraints As noted by Quinlan (2011), this method involves including participants who are readily available for the study.
Accurate population data is ideally gathered through a census; however, due to time and cost limitations, complete population coverage is often unfeasible As a result, researchers frequently utilize sampling methods to analyze a smaller subset that represents the entire population (Sartnakos, 1998) To determine the appropriate sample size, researchers employ specific sample size determination formulas.
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 the realm of quantitative research, various instruments are available, but the researcher has chosen a questionnaire as the most suitable tool for data collection A questionnaire is a widely recognized method that involves administering the same set of questions to all respondents using a standardized approach (Saunders et al., 2009).
Due to the impracticality of conducting individual interviews, the researcher opted for an online survey method, recognized as a popular and effective technique for reaching a tech-savvy population (Quinlan, 2011) Consequently, an online questionnaire using Google Forms was chosen to efficiently gather data from a large sample size for this research.
Survey design
The primary goal of this survey is to gather insights from IZONE customers regarding the key factors that influence their learning experiences Recognizing that many customers prefer the convenience of online surveys, the author will create a Google Form survey consisting of two parts to facilitate this process.
The initial section focuses on demographics, detailing employees' age and gender, along with key insights into their learning experiences at IZONE It highlights their current enrollment in IELTS courses, the channels through which they were referred, and their intentions to refer others.
The second part of the survey utilized closed questions, allowing respondents to select answers based on a five-point Likert scale, ranging from "strongly agree" to "strongly disagree." This technique is effective for measuring respondents' beliefs and attitudes towards specific statements (Quinlan, 2011).
The research questionnaire will be developed as a table in Microsoft Word to gather feedback from the Founders of IZONE regarding its suitability This input will allow for necessary adjustments to create the official research questionnaire, which is presented in Appendix I.
Data analysis methods
The collected data was analyzed using the Statistical Package for the Social Sciences (SPSS) to address each research question, with results presented in tables and their implications discussed Descriptive statistics were employed to assess respondents' background information, overall service quality, and customer satisfaction Additionally, linear regression analysis was utilized to explore respondents' perceptions of service quality and satisfaction, as well as the relationships between various dimensions of service quality and customer satisfaction.
CURRENT SITUATION OF IZONE IELTS TRAINING
Current situation of IELTS training market in Hanoi
The International English Language Testing System (IELTS) is the world's leading high-stakes English language proficiency test, taken by over 3 million candidates annually, according to IDP It is widely recognized by more than 10,000 organizations for individuals aiming to study, work, or live in English-speaking countries.
With recognition from 140 countries worldwide, IELTS test results are widely accepted as a benchmark for English language proficiency The test is a crucial requirement for applications to educational institutions, employers, professional associations, and governments in English-speaking countries Ensuring fairness and unbiased assessment, IELTS is designed to evaluate test-takers from diverse nationalities, backgrounds, genders, lifestyles, and locations Developed by an international team of experts since 1989, the IELTS content undergoes rigorous research to maintain its integrity and relevance.
The IELTS test assesses four skills: listening, reading, writing, and speaking, within a total duration of under three hours The Listening, Reading, and Writing tests are conducted consecutively on the same day without breaks For paper-based IELTS, the Speaking test may occur on the same day or up to seven days before or after, depending on the test center's schedule In contrast, for computer-based IELTS, all tests, including the Speaking test, are completed on the same day.
The IELTS certificate holds significant value for individuals seeking to live and work in English-speaking environments worldwide It is widely recognized by thousands of prestigious universities and colleges as proof of English language proficiency, making it essential for those applying for higher education Additionally, many governments require IELTS scores for permanent residency, underscoring its importance in immigration processes Furthermore, possessing an IELTS certificate enhances job prospects in English-speaking companies, offering attractive salaries and opportunities for international business travel.
3.1.2 Situation of IELTS training service in Hanoi
The increasing popularity of IELTS preparation has led to a surge in both the quantity and quality of training programs, yet the demand still outpaces supply According to the author, IELTS training centers in Hanoi can be categorized into three distinct 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 instructors, typically IELTS examiners with international teaching certifications and over five years of experience These centers are equipped with top-notch facilities and services, strategically located for convenience As a result, students seeking premier training and exceptional service, and who are willing to invest in higher tuition fees, should consider enrolling in these esteemed institutions.
Middle-class centers offer quality services with modern facilities, staffed by Vietnamese IELTS teachers who have achieved a band score of 8.0 or higher and possess at least two years of teaching experience While these centers may not be located on well-known streets, they are easily accessible for students seeking effective IELTS preparation.
Most learners typically enroll in 2 to 3 courses based on their estimated IELTS band score Students with a band score of 3.0 or below aiming for a score of 6.0 to 6.5 will start with a Foundation course, which introduces IELTS concepts and emphasizes vocabulary and grammar, followed by Pre-IELTS (4.0 – 5.0) and IELTS courses (5.0 – 6.0) After completing these courses, they can practice at home or take an advanced course before sitting for the IELTS test Conversely, students with an estimated band score of 5.0 to 6.0, or those preparing for the actual IELTS test, can opt for advanced courses (above 7.0) or specialized skill courses to enhance their writing and speaking abilities.
3.1.2.2 Reliable IELTS Training Centers in Hanoi statistics
Hanoi has seen a rapid establishment of numerous IELTS centers to meet the growing demand for IELTS preparation Over the years, many high-quality training centers have built strong reputations in the market Among the top IELTS training centers is the British Council, known for its excellence in IELTS instruction.
The British Council serves as the UK's leading organization for cultural relations and educational opportunities, renowned for administering the esteemed IELTS exam At ACET, the IELTS preparation program is structured into three levels: Pre-Intermediate, Intermediate, and Upper-Intermediate, ensuring a comprehensive approach to language proficiency.
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 education GLN is recognized as the Best IELTS Partner of the British Council and a key collaborator with IDP for IELTS exam registration in Northern Vietnam Offering courses taught exclusively by native teachers, GLN provides a comprehensive range of IELTS preparation programs, including Introduction to IELTS, Pre IELTS, and IELTS Advanced, along with specialized skill courses in Writing, Reading, Listening, Speaking, and Grammar and Vocabulary for IELTS.
Summit English Center, established in 2010 in Hanoi, is a highly regarded institution known for its quality education and trusted by students preparing for the IELTS exam The center boasts spacious, modern facilities and a diverse teaching team, including both Vietnamese and native speakers Its comprehensive IELTS preparation program follows the Summit IELTS New & Enhanced curriculum, which includes five levels: Foundation, Intermediate, High-Intermediate, Intensive, and Advanced Additionally, ACET English Center operates as a subsidiary of IDP.
ACET offers comprehensive IELTS preparation programs that utilize textbooks developed and regularly updated by the INSEARCH Institute of Technology at the University of Sydney (UTS) The center boasts facilities that meet international standards, ensuring an optimal learning environment The IELTS preparation courses at ACET are structured into five distinct levels: IELTS Express, IELTS Plus, IELTS Pro A, and IELTS Pro B, catering to various proficiency needs.
RES English center was established in May 2007 in Hanoi Until November of
As of 2018, the RES English Center operates 29 facilities, which include 10 campuses in Hanoi and 14 in Ho Chi Minh City, along with additional locations in Bac Ninh, Da Nang, Hai Phong, Vung Tau, and Bien Hoa With over 20,000 enrolled students, RES provides professional advice and foreign teachers while co-producing innovative programs, such as "5 New English Words Every Day" launched in 2019.
(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 designed to cater to different proficiency levels, including English Basic, English Background, and various IELTS-focused classes such as IELTS Foundation, Pre A and B, Express IELTS, and IELTS Advanced These courses aim to help students achieve scores of 6.5 and improve their skills in speaking and writing, with goals set for those aspiring to reach a 7.5 band score.
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 been operating for nearly five years With two branches located in Hanoi, the center has successfully educated over 8,000 students.
IZONE has consistently focused on meticulously preparing and investing in teaching materials, successfully training hundreds of students to achieve IELTS scores above 7.5 As a result, the center has earned the trust of its students and established itself as a reputable and high-quality IELTS training center, all while maintaining affordable pricing.
IZONE is dedicated to being a trustworthy and budget-friendly IELTS training academy, supporting students throughout their IELTS journey and beyond Our goal is to equip students with essential knowledge, a structured roadmap, and tailored resources to help them achieve their IELTS objectives efficiently.
IZONE has a vision of leading in the IELTS training segment in Vietnam
3.2.2 IZONE’s differences in the IELTS training market
IZONE teachers stand out for their youthful enthusiasm and exceptional talent With extensive backgrounds in English from specialized high schools and international programs at both Vietnamese and foreign universities, they have achieved significant success in their academic and professional endeavors Moreover, their expertise in teaching IELTS is backed by nearly two years of experience, during which they have successfully taught approximately 8,000 students.
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 student materials This approach aims to reduce mandatory learning time, enhance student motivation, and optimize results for learners.
The learning environment at IZONE is crucial for student motivation and success Instructors at IZONE go beyond traditional teaching; they aim to inspire students throughout the entire course The institution 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, akin to a family dynamic.
Over the past five years, IZONE has recognized its IELTS teachers as the cornerstone of its success, forming a dedicated and strategic team Each teacher is not only talented and enthusiastic but also deeply committed to their students' growth Their careful and conscientious instruction stems from a genuine love for their students, driving them to provide the best possible learning experience.
IZONE's significant growth and enhancement can be attributed to its unique training program, developed through extensive research involving over 5,000 students The program features four innovative learning methods tailored for its IELTS courses, emphasizing multichannel learning as a key component.
“mirror – fixing” study, vocabulary super - study, and “warfowl squadron”
IZONE's Foundation and Pre-IELTS courses prioritize enhancing learners' English language production skills, addressing their initial language reflexivity challenges In the IELTS and Advanced IELTS courses, students are encouraged to engage in 2-3 study sessions per week, with their curriculum 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 hard work and dedication required to overcome language barriers in achieving their goals To address these issues, IZONE continuously enhances its training programs to provide efficient and effective learning experiences Additionally, IZONE is committed to motivating and inspiring students to excel in their IELTS studies.
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,
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 structured four-level IELTS course system, starting with students at a foundation level of 3.0 band The comprehensive program includes 108 lessons, totaling 270 hours over approximately 40 weeks Factoring in breaks between courses, students can expect to dedicate around one year 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 lesson is structured around a specific topic, ensuring focused and effective learning in vocabulary and speaking skills.
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
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 They will engage in writing practice and receive targeted feedback on specific errors from experienced IELTS instructors.
In this course, students will enhance their speaking skills by learning essential vocabulary at home, supported by a comprehensive vocabulary synthesis for long-term retention Classroom activities will encourage both individual and group speaking practice, focusing on the key components of part 1 and part 2 of the speaking content.
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 featuring 4 classrooms To accommodate future growth and an increased number of classes, IZONE plans to establish additional branches.
The head office is equipped with 3 speakers and 1 projector system to accommodate 6 to 8 classes daily, while the 2nd branch on Pham Tuan Tai Street typically hosts 3 classes but only has 2 speakers This shared use of training facilities highlights a significant shortage that adversely impacts the quality of IELTS instruction.
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 a four-part recruitment process that includes an application, an interview, a demo teaching session, and teacher training Upon 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 conducting weekly meetings These meetings focus on sharing new information, training teaching skills, and discussing upcoming important activities, ensuring continuous professional development for the staff.
Each month, IZONE conducts surveys with students from all classes to gather their feedback This input is then shared with teachers, enabling them to identify their strengths and areas for improvement after each class.
After two years of research involving over 5,000 students, IZONE's academic team has developed an official training program that includes four levels of IELTS courses, each linked to unique learning methods This program has garnered positive feedback from students, highlighting its effectiveness.
The training program is regularly updated to align with student needs, ensuring that all new information is communicated clearly to the center's teachers This approach guarantees that educators maintain the required quality after completing their courses.
IZONE offers tailored training materials for each course level, meticulously researched and designed to align with students' language abilities These materials have been proven to significantly enhance students' English proficiency, ensuring effective learning outcomes.
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, the dual responsibility of teaching and providing additional assistance can lead to an overwhelming workload, ultimately hindering the quality of support they can offer.
The department responsible for addressing non-academic inquiries from students is severely understaffed, with only two employees available to support IELTS learners This 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 analyze a sample size of 150 valid responses, with 129 collected via an online survey using Google Forms After data cleaning, only 121 valid responses remain for analysis.
The analytical results are divided into the following groups:
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 age demographics of the respondents reveal that out of 121 participants, the largest segment, comprising 71.1%, falls 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 group, under 18 years old, consists of 6.6% of the respondents.
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 demographics of current enrollment at IZONE, the largest segment of respondents is enrolled in the Foundation course, accounting for 45.5% of the total learners.
From 18 to 22 From 22 to 24 Over 24 Under 18
Current enrolled courses at IZONE
The Foundation course (3.0-4.0) leads the enrollment statistics, followed by the Pre-IELTS course (4.0-5.0) at 34.7% In contrast, the IELTS (5.0-6.0) and Advanced IELTS (6.0-7.0) courses show significantly lower participation rates, with only 19.0% and a mere 0.8% of learners, respectively.
The demographic analysis reveals that the majority of IZONE learners, accounting for 52.9%, discovered the platform through Facebook Following this, 38.8% of respondents were referred to IZONE by friends Smaller percentages of learners, specifically 5.8%, 1.7%, and 0.8%, found IZONE through Google, newspapers, and other channels, respectively.
Facebook Friends Google Newspapers Others
A significant majority of IZONE learners, at 87.6%, express a willingness to recommend IELTS training courses at the IZONE center to their friends, indicating a strong level of satisfaction, while only 12.4% do not.
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)
In our research model, each factor is derived from various observed variables, which are assessed for reliability using Cronbach's Alpha coefficient A reliable scale is indicated by a Cronbach's Alpha of at least 0.6, while a minimum correlation coefficient of 0.3 is necessary for the variables Factors with a Cronbach's Alpha below 0.6 are deemed inappropriate, suggesting they do not effectively contribute to the research context Additionally, observed variables that exhibit a total variable correlation of less than 0.3 are classified as "garbage variables" and are subsequently excluded from the analysis.
The testing of scale reliability from research data indicates that the factors meet the criteria for Cronbach's Alpha coefficient, which is greater than 0.6, and correlation coefficients exceeding 0.3 (refer to Table 3 – Appendix II) Consequently, all variables will be retained in the research proposals, as they demonstrate sufficient reliability for inclusion in the subsequent exploratory factor analysis.
Table 4.1: Factors table after Cronbach test
Exploratory Factor Analysis (EFA) is a statistical method used to assess convergent and discriminant validity by examining the interrelationships 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, based on the linear relationships between these factors and the original observed variables.
The sampling adequacy for exploratory factor analysis (EFA) can be evaluated using the Kaiser-Meyer-Olkin (KMO) measure, which ranges from 0 to 1, with a value of 0.50 deemed suitable for EFA (Hair et al., 1995; Tabachnick & Fidell, 2001) Additionally, Bartlett's test should yield a p-value of less than 0.05, and the factor loading coefficients must be at least 0.5, with a minimum variance extracted of 0.5 It is 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 conduct exploratory factor analysis 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
The exploratory factor analysis revealed that the observed variables resulted in two distinct factors, with one new factor emerging from several proposed factors Notably, the variance accounted for was 75.793%, and the factor loading coefficients for the observed variables exceeded 0.5, indicating strong correlations The new factors will be summarized in the table below.
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
This study examines the relationship between customer satisfaction and various model factors using the Pearson correlation coefficient A correlation coefficient significantly different from 0, with a p-value less than 0.05, indicates a relationship between the factors Positive correlation coefficients suggest a direct relationship, while negative coefficients indicate an inverse relationship; a higher correlation coefficient signifies a stronger association between the factors The analysis results from the research data provide insight into these relationships.
A study conducted by the author in 2019 revealed that among the factors influencing customer satisfaction, the strongest correlation was found with the TPS variable (0.902, p < 0.05), while the CR variable exhibited the weakest correlation (0.683, p < 0.05) The exploratory factor analysis confirmed the availability of these factors, 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
Correlation analysis reveals the relationship between concepts, but it does not establish causality needed to test research hypotheses To explore causal relationships between dependent and independent variables, regression analysis is necessary This research employs the Ordinary Least Squares (OLS) method, utilizing the enter method for regression, which inputs all variables simultaneously Given the nature of this inspection study, the enter method is deemed more suitable than the stepwise method (Nguyen Dinh Tho, 2011).
The F-parameter in the variance analysis yields a p-value of 0.000, indicating the estimated results are valid Additionally, the adjusted R-squared value of 0.811 demonstrates that the model accounts for 81.1% of the variance in the dependent variable, "customer satisfaction." Furthermore, the VIF indices for the independent variables are below the acceptable threshold, confirming the absence of multicollinearity.
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 indicates a positive relationship between training facilities and the TPS variable, with a Beta coefficient of 0.874 (greater than 0) and a p-value of 0.00 (less than 0.05) This confirms the hypothesis H1 with a reliability coefficient of 95%, supporting the conclusion that the TPS variable is positively influenced by training facilities.
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 zero, and a p-value of 0.034, which is less than 0.05 (refer to Table 13 in Appendix II) With a reliability coefficient of 95%, these results support the conclusion that the Beta coefficient for the variable training facilities is positive, thereby confirming the acceptance of 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 (see 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." As a result, the findings from the ANOVA analysis are deemed valid for interpretation.
The ANOVA analysis results indicate that there is no significant difference in responses based on gender, as evidenced by a p-value of 0.618, which exceeds the threshold of 0.05 (see Table 15 – Appendix II).
4.2.6.3 Check the differences between groups of customers with different current enrolled courses at IZONE:
The Levene statistical results indicate a value of 0.894, which is greater than the 0.05 threshold (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 further interpretation.
The ANOVA analysis conducted on various groups of current enrolled courses at IZONE yielded a p-value of 0.566, which is greater than the 0.05 threshold This indicates that there is no significant difference among the groups of customers based on their enrolled courses at IZONE.
4.2.6.4 Check the differences between groups of customers with different IZONE referral channel:
RESEARCH DISCUSSION AND RECOMMENDATION
This research investigates the objectives related to customer satisfaction among 121 respondents enrolled at IZONE IELTS Training Academy The findings reveal that two key factors significantly influence customer satisfaction: (1) Training program and service and (2) Training facilities The "Training program and service" factor, which encompasses four elements—IELTS teacher, training material, training design, and supportive service—demonstrates a strong correlation with customer satisfaction, achieving a coefficient of 0.874 This indicates that the quality of the training program, primarily delivered by the IELTS teacher, plays a crucial role in shaping customer experiences Direct interactions with teachers, both in class and through social media, further enhance this perception Conversely, the "Training facilities" factor has a minimal impact on satisfaction, suggesting that IZONE's target customers prioritize affordable IELTS courses over high-quality facilities, reflecting their economic considerations.
An analysis of customer satisfaction at IZONE IELTS Training Academy reveals that while the overall rating is above average, there are areas for improvement The training facilities received a commendable average score of 3.93, indicating a moderately positive perception among IELTS learners However, the training program and service factor scored lower at 3.48, suggesting that enhancements are needed Specific concerns include the condition of toilets and parking (3.17 and 3.37) and the quality of training rooms and visual aids (3.63 and 3.74) Additionally, the printing quality of training materials (3.77) and support activities like livestreams and articles (3.79) also require attention Conversely, the quality of IELTS teachers stands out with an impressive average of 4.08, reflecting high satisfaction due to their enthusiasm, professionalism, and teaching methods Learners particularly appreciate the teachers' enthusiasm (4.26), background and experience (4.02), and teaching methodology (3.98) Overall, while the training program design received mixed feedback with scores ranging from 3.85 to 3.93, learners express general satisfaction with the IELTS training program at IZONE.
In a recent study on customer satisfaction, the training program and service emerged as the most influential factors, boasting a significant coefficient of β = 0.874 In contrast, the training facilities received a much lower coefficient of 0.129, indicating their lesser impact on customer satisfaction This highlights that the quality of the training program and service is paramount for maintaining customer satisfaction at IZONE training courses Nevertheless, enhancing training facilities can still contribute positively to the overall learning experience for customers 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 reveals a notable distinction Additionally, approximately 87.6% of customers have referred friends to join the IELTS training course at IZONE, resulting in substantial savings on 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 research highlights that the most significant factor influencing IZONE learners' satisfaction is the IZONE training program and service, which encompasses IELTS teachers, training materials, training design, and supportive services To enhance customer satisfaction effectively, IZONE must prioritize improvements in these four areas The study also proposes two solutions aimed at increasing employee retention.
IZONE should enhance the printing quality of its training materials, particularly workbooks, to ensure they remain durable and effective for learners over an extended period This improvement will positively impact customer experience with IZONE's IELTS courses, contributing to overall customer satisfaction Given that many learners may not take the IELTS test immediately after completing their courses, high-quality materials that last for at least six months will encourage continued use and referrals among friends interested in learning IELTS, ultimately fostering a greater interest in IZONE's offerings.
In the IZONE class, the absence of a class assistant allows IELTS teachers to focus on supporting each student more effectively during and outside of class time This shift reduces the burden of answering repetitive questions, enabling teachers to dedicate more time to valuable activities such as livestreams and articles that enhance IELTS knowledge and test strategies Consequently, students receive better practice during lessons and gain essential insights for their IELTS tests, significantly improving the overall quality of the IELTS training course.
While training facilities may have a minimal direct impact on IZONE's customer satisfaction, they remain essential for any training program's success Poor facilities can hinder customer satisfaction, whereas IZONE's modern training center, equipped with high-tech devices, effectively attracts potential learners through strategic marketing Additionally, these advanced facilities provide an energetic and comfortable environment for students during their IELTS sessions Based on a survey of training facilities, the researcher offers several recommendations to enhance the learning experience.
Each teaching room should be equipped with a high-quality projection screen and projector to enhance the effectiveness of IELTS instruction through PowerPoint and other visual materials Additionally, a speaker system is essential for playing listening audio or video resources Furthermore, a voice amplifier is crucial for IELTS teachers, as class sizes typically range from 10 to 15 students, making it challenging for teachers to project their voices during interactive activities like games and discussions Given that sessions often last three hours, a voice amplifier helps prevent teacher fatigue from maintaining a high volume throughout the lesson.
With each IELTS class accommodating 10 to 15 students and multiple evening classes held at each facility, addressing the parking issue is crucial for ensuring the safety of students, teachers, and staff vehicles To enhance security, IZONE should consider hiring a professional parking security service, ensuring that the parking area is conveniently located near the training facilities.
To enhance IELTS skills for current students and attract potential customers, IZONE should establish a mini-library at its main facility This library will offer a diverse range of free IELTS materials and dedicated learning spaces for individual and group study Additionally, IZONE teachers can utilize this area to conduct supplementary classes and livestream sessions on platforms like YouTube and Facebook These initiatives will not only engage IELTS learners but also showcase IZONE as a suitable 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 across different age groups, current courses enrolled in at IZONE, and IZONE referral channels However, the analysis reveals that gender does show a statistically significant distinction among the response groups.
A recent study reveals that approximately 87.6% of customers have referred friends to enroll in the IELTS training course at IZONE This high referral rate significantly reduces IZONE's marketing and sales costs for attracting new customers.
A study conducted at IZONE IELTS Training Academy analyzed responses from 121 students enrolled in IELTS courses The findings revealed 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 the IELTS teacher, training materials, training design, and supportive service, was found to have the highest impact on customer satisfaction, with a coefficient of β = 0.874 In contrast, the "Training facilities" factor had a much lower coefficient of 0.129, indicating its minimal effect on overall satisfaction.
“training program and service” factor
Based on these results, the research focuses on suggesting some solutions to improve the level of customer satisfaction as below:
Upgrading the printed quality of IELTS training materials
Hiring class assistants to aid IELTS instructors at IZONE enables teachers to concentrate on creating more supportive resources, including supplemental livestreams and informative articles filled with test tips and knowledge.
Setting up enough technological devices such as projector system, speaker system and voice amplifier
Considering to solve the parking issue
Investing into mini-library for IZONE students and teachers