A research of the effect of service quality to customer satisfaction in izone ielts training academy

ĐẠI HỌC QUỐC GIA HÀ NỘIKHOA QUẢN TRỊ VÀ KINH DOANH ---KHƯƠNG NHƯ QUỲNH A RESEARCH OF THE EFFECT OF SERVICE QUALITY TO CUSTOMER SATISFACTION IN IZONE IELTS TRAINING ACADEMY NGHIÊN CỨU ẢN

ĐẠI HỌC QUỐC GIA HÀ NỘI

KHOA QUẢN TRỊ VÀ KINH DOANH

-KHƯƠNG NHƯ QUỲNH

A RESEARCH OF THE EFFECT OF SERVICE QUALITY

TO CUSTOMER SATISFACTION IN IZONE IELTS

TRAINING ACADEMY

NGHIÊN CỨU ẢNH HƯỞNG CỦA CHẤT LƯỢNG DỊCH VỤ ĐẾN SỰ HÀI LÒNG CỦA KHÁCH HÀNG TẠI HỌC VIỆN

ĐÀO TẠO IELTS IZONE

LUẬN VĂN THẠC SĨ QUẢN TRỊ KINH DOANH

HÀ NỘI - 2020

ĐẠI HỌC QUỐC GIA HÀ NỘI

KHOA QUẢN TRỊ VÀ KINH DOANH

-KHƯƠNG NHƯ QUỲNH

A RESEARCH OF THE EFFECT OF SERVICE QUALITY

TO CUSTOMER SATISFACTION IN IZONE IELTS

TRAINING ACADEMY

NGHIÊN CỨU ẢNH HƯỞNG CỦA CHẤT LƯỢNG DỊCH VỤ ĐẾN SỰ HÀI LÒNG CỦA KHÁCH HÀNG TẠI HỌC VIỆN

ĐÀO TẠO IELTS IZONE

Chuyên ngành: Quản trị kinh doanh

Mã số: 60 34 01 02 LUẬN VĂN THẠC SĨ QUẢN TRỊ KINH DOANH

NGƯỜI HƯỚNG DẪN KHOA HỌC: TS TRẦN KIM HÀO

HÀ NỘI - 2020

The author confirms that the research outcome in the thesis is the result of author‟sindependent work during study and research period and it is not yet published in other‟sresearch and article

The other‟s research result and documentation (extraction, table, figure, formula,and other document) used in the thesis are cited properly and the permission (if required) isgiven

The author is responsible in front of the Thesis Assessment Committee, HanoiSchool of Business and Management, and the laws for above-mentioned declaration

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After studying MBA course, I have attained plenty of various knowledge, skills andinsights The course raises my capacity of administration and management up to the nextlevel

I declare that this is a true copy of my thesis The content of this thesis has beenapproved by the committee of Vietnam National University, Hanoi – Hanoi School ofBusiness and Management (HSB) This thesis has not been submitted for a higher degree

to any other University or Institution

I would like to thank sincerely people for heloping, supporting and guiding meconscientiously in order to finish this thesis successfully

First of all, I would like to thank all the professors of MBA program, especially Dr.Tran Kim Hao – my supervisor Then I would like to thank deeply to the directors and staff

of IZONE IELTS Training Academy, respondents and interviewees who allowed me togather enough data for this research Finally, I would like to express my thanks to myhusband, my family, my colleges and my fellow friends who always stand by me duringthe past two years and encourage me to keep moving from the beginning of my study

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LIST OF FIGURES

Figure 1.1 The relationship between service quality and customer satisfaction 10

Figure 1.2 Service Quality 5 Gap Model in SERVQUAL 12

Figure 1.3 SERVQUAL model 13

Figure 1.4: Conceptual model of the research 15

Figure 3.1: Organization Chart of IZONE IELTS Training Academy 25

Figure 4.1: Gender statistic 32

Figure 4.2: Age statistic 33

Figure 4.3: Current enrolled course at IZONE statistic 33

Figure 4.4: Referral channel statistic 34

Figure 4.5: Referral intention statistic 34

Figure 4.6: Calibration model of customer satisfaction 39

LIST OF TABLES

Table 1.1 Compare the two SERVQUAL and SERVPERF model 14

Table 3.1: Categories of IELTS training center in Hanoi 21

Table 4.1: Factors table after Cronbach test 35

Table 4.2: Reliable observed variables after running exploratory factor analysis .37

Table 4.7: Table of Descriptive statistic of grouped factors after run exploratory factor analysis 37

Table 4.3: Correlation test result 38

Table 3: Cronbach analysis result 58

Table 4 KMO and Bartlett's Test result 59

Table 5 Total Variance Explained test result 59

Table 6 Rotated Component Matrixa test result 60

Table 11: Model Summaryb test result 64

Table 12: ANOVAa test result 64

Table 13: Coefficientsa test result 64

Table 14: Levene Statistic of age group test result 64

Table 15: ANOVA Statistic of age group test result 65

Table 16: Levene Statistic of group of referral channel test result 65

Table 17: ANOVA Statistic of group of referral channel test result 65

Table 18: Levene Statistic of group of current enrolled courses at IZONE test result .65

Table 19: ANOVA Statistic of group of current enrolled courses at IZONE test result 65

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TABLE OF CONTENT

INTRODUCTION 1

1 Research rationale 1

2 Literature review 2

3 Aim of research 2

4 Research objects 2

5 Research scope 2

6 Thesis structure 3

CHAPTER I THEORETICAL BACKGROUND OF SERVICE QUALITY AND CUSTOMER SATISFACTION 4

1.1 Theoretical background review 4

1.1.1 Services 4

1.1.2 Training 4

1.1.3 Sevice quality 5

1.1.4 Dimensions of service quality 7

1.1.5 Customer satisfaction 8

1.1.6 The relationship between service quality and customer satisfaction 9

1.2 Service quality assessment models 11

1.2.1 Service Quality Gap Model 11

1.2.2 10-component of service quality model 12

1.2.3 SERVQUAL and SERVPERF models 13

1.3 Research conceptual model 14

1.4 Proposed hypothesis of the research 15

CHAPTER II: RESEARCH METHODOLOGY 16

2.1 Research approach 16

2.2 Research process 16

2.3 Research design 17

2.4 Sampling design and procedure 17

2.4.1 Target Population 17

2.4.2 Sampling technique 17

2.4.3 Sample size 17

2.5 Data collection instrument 18

2.6 Survey design 18

2.7 Data analysis methods 19

CHAPTER III: CURRENT SITUATION OF IZONE IELTS TRAINING ACADEMY 20

3.1 Current situation of IELTS training market in Hanoi 20

3.1.1 IELTS definition 20

3.1.2 Situation of IELTS training service in Hanoi 21

3.2 Overview of IZONE IELTS Training Academy 23

3.2.1 IZONE general information 23

3.2.2 IZONE‟s differences in the IELTS training market 23

3.2.3 IZONE‟s features 24

3.2.4 IZONE‟s organizational information 25

3.2.5 IELTS course levels in IZONE 26

3.2.6 IZONE achievements 29

3.3 Current situation of IELTS trainining service quality in IZONE 29

3.3.1 IZONE‟s facilities: 29

3.3.2 IZONE‟s IELTS teachers: 30

3.3.3 IZONE‟s training program design: 30

3.3.4 IZONE‟s training materials: 30

3.3.5 IZONE‟s supportive service: 31

CHAPTER IV: RESEARCH FINDING RESULTS 32

4.1 Demographic and general statistic 32

4.1.1 Demographic analysis 32

4.1.2 General information of IZONE learning customer analysis 33

4.2 Customer satisfaction questionnaire analysis 35

4.2.1 Cronbach analysis 35

4.2.2 Exploratory Factor Analysis 36

4.2.3 Correlation analysis 37

4.2.4 Regression analysis 39

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4.2.5 Testing research hypotheses 39

4.2.6 ANOVA analysis 40

CHAPTER 5: RESEARCH DISCUSSION AND RECOMMENDATION 42

5.1 Finding result discussion 42

5.2 Research recommendation 43

CONCLUSION, LIMITATION AND IMPLICATION 46

1 Conclusions 46

2 Limitations 47

2.1 Limitation of Sampling 47

2.2 Limitation of Bias by respondents 47

2.3 Limitation of the option format of the answers 47

3 Implications 47

REFERENCES 48

APPENDIX I 53

APPENDIX II 56

1 Research rationale

In recent years, along with the integration trend, economic change and growth, thedemand for English learning is increasing in Vietnam However, english learners are formall backgrounds, ages, and learning purposes To follow this rapid growing trend, varioustypes of English schools and training centers are mushrooming in Vietnam and particularly

in Hanoi and focusing on: English communication skills, vocaburary and grammar, withranging from Basic to Advanced level Especially, training IELTS, TOEFL as internationalEnglish proficiency certificates is the extremely hot trend with hundreds of training centerswith a variety of cost and quality According to experts in education field of Vietnam, there

is an inverse relationship between quantity and quality of English language centersoperating in the country Several schools attract learners only with favorable trainingcourses, modern facilities, vermicular or foreign and experienced teachers, etc However,after less than one week of training in reality, they fail to provide promised learningconditions, from teaching staffs, training contents and training methods Specifically, interms of teaching workforce, many academies advertise their academic personnel ascarefully selected foreigners coming from English - speaking countries, certificated andexperienced English lecturers However, many of them are actually English tourists whoknow English quite well but have zero experience in neither English teaching or pedagogicapproach The reality has raised great difficulties for learners and also learners‟ parents infinding a prestige English center Educational and media experts in Vietnam have spent alot of time and effort in discussing the issue for years, but not yet reached final researchfindings and effective assessment of this situation Therefore, it is crutial for Englishtraining schools, especially IELTS centers to concentrate on evaluating the satisfaction oftheir learners given to their service quality in order to propose sustainable developmentstrategies and implement the strategies in competitive context of the following years

IZONE IELTS Training Academy has existed in the IELTS training market for 5years and has gained significant achievements However, according to the estimatedpercentage of IELTS learners who drop out while studying and discontinue to study thenext level, which is respectively 15% and 40%, IZONE training service quality isrecognized to remain several problems during these years of operation and development.Therefore, this research aims at evaluating what factors affect customer satisfaction ofIZONE service quality so as to find solutions for decreasing the current dropout rate and

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rising the proportion applying for the next level courses For this reason, the researcherselected the topic: “A research of the effect of service quality to customer satisfaction inIZONE IELTS training academy”.

2 Literature review

Unlike tangible product manufacturers, training institutions find it difficult tostandardize service quality, because it depends not only on specific quality policy of thetraining centers, but also on customers‟ needs and wants (Bunn et al., 2013) The level ofcustomer satisfaction determines the existence and sustainable growth of organizations(Phillip Kotler, 2011) The Servqual (Service quality) scale model (Parasuraman et al.,1985) is one of the famous model in marketing that used to evaluate the service quality.Many researchers who tested the Servqual scale with different theories have evaluated thereliability and high value of the Servqual scale model This scale can be applied in thedifferent services‟ sectors such as education, hospitality, retail and others sectors TheServqual model measures service quality based on the perception by customers who usingits service Parasuraman et al (1985) said that in any services the quality of serviceperceived by customers could apply to the scale of the model including the 10 componentsReliable, Responsiveness, Competence, Access, Courtesy, Communication, Credibility,Security, Empathy, Tangibles Later, many authors tested 5-scale model as noticed someoverlapping scales and close correlation

Cronin and Taylor (1992, 1995) systemarized Servqual model into Servperf modelwhich had 5 factors according to flexibility depending on the service sector The modelapplied for this research includes 5 key factors determining the quality of the serviceincluding: reliability, responsiveness, assuarance, empathy, and tangibles

3 Aim of research

The principle objective of this research is to analyze how service quality affectscustomer satisfaction in IZONE IELTS Training Academy Additionally, the researcherwill examine that what the customers feel about IZONE‟s service quality and what factors

of service quality mainly influence them to feel satisfied during learning in IZONE Thisresearch also figures out what factors make customers feel unsatisfied in order to improve

- Scope of space: IZONE IELTS Training Academy in Hanoi

learning a course of IZONE in Hanoi,

6 Thesis structure

The first part of the study will outline the research rationale, literature review,research objectives, research objects, research scope, research methodology and thesisstructure

Chapter 1: Literature Review

Chapter one will discuss about the content includes literature review, relevantconceptual models, proposed theoretical framework and hypotheses development in detail

Chapter 2: Research Methodology

Chapter two of the study will discuss about research methodology with researchapproach, 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 currentsituation of IZONE IELTS Training Academy in term of service quality

Chapter 4: Research results

Chapter four will shows questionnaires which will be constructed, in the form ofcharts and tables The analytical results which get through SPSS version 20.0 will bediscussed relate to the hypotheses and research question

Chapter 5: Research discussion and recommendation

Chapter five will discuss about statistical analysis results in the chapter four andrecommend solutions to improve the variable that have the lowest score in thequestionnaire 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 andlimitations of the study will be indicated in this section

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CHAPTER I THEORETICAL BACKGROUND OF SERVICE QUALITY AND

CUSTOMER SATISFACTION

First of all, this chapter introduces the variety of definitions of service, training,service quality Next, this chapter provides the definitions for both independent variableswhich are the characteristics of service quality including Tangibility, Assurance, Reliabilityand Responsiveness, and a dependent variable which is Customer Satisfaction.Furthermore, this study gives a more detail understanding about the correlation amongindependent variables and the dependent variable Meanwhile, in the end of this chapter,relevant theoretical models will be provided and conceptual framework and hypothesis ofthe research will be developed to give a clearer picture for the readers

1.1 Theoretical background review

1.1.1 Services

Kotler and Armstrong (2004) identified service as“any act or interest that one partymay provide to another that is essentially intangible and not Bring possession at all".Otherwise, according to Lewis and Booms (1983), "Service is a measure of how well theservice delivered to the customer is commensurate with the expectations of the customer.Creating a quality service means responding to customer expectations in a consistent way"

Palo and Padhi (2003) identifined training as a process of updating the knowledge,developing skillsets, bringing about attitudinal and behavioral changes and improving theability of the trainees to perform their tasks effectively adn efficiently Bartlett (2001)defined training as a management practice that can be controlled or managed to elicit adesired set of unwritten, reciprocal behaviors and attitudes, including job involvement,motivation and organizational commitment In his study, variables access to training such

as training frequency, learning motivation from training, perceived benefits resulted fromtraining program and supervisory supports for training are used to show the importance oftraining in an organization

The British Department of Employment Glossary of Training Terms (1981) definedtraining as „the systematic development of the attitude, knowledge, skill and behaviorpattern required by an individual to perform adequately a given task or job‟ The keyconcepts are „systematic development‟ which implies planning and control, „individual‟which excludes group and team development, and „job‟ or „task performance‟ which is thecriterion of success (Bramley,1993)

Hinrichs (1976) represent the American definition of training as “anyorganizationally initiated procedures which are intended to foster learning amongorganizational members in a direction contributing to organizational effectiveness” Thekey concepts are „organizational procedure‟, which put the process into an organizationalcontext, „foster learning‟, which implies that the responsibility is shared between theestablishment offering it and the members receiving it, and the criterion of success is

„organizational effectiveness‟ (Bramley, 1993)

According to Wayne F Cascio (2017), training consists of planned programmedesigned to improve performance at the level of individual, group and organization.Performance improvement implies that there have been measurable changes in knowledge,skills, attitude, and social behavior Besides, C B Memoria (2000), training is a learningprocess or a sequence of programmed behavior It is application of knowledge and itattempts to improve the performance of customer on the current job and prepares them forthe intended job in the future Additionally, training is a short term process that utilizing aorganized and systematic procedure by which non managerial personnel acquire technicalknowledge and skills for a definite purpose Additionally, training refers to instructions intechnical and mechanical operations, like operation of some machine/equipment In otherwords, training is for a specific job related purpose

To summarize, training is about developing an individual and helping them tobecome more confident and competent in their jobs and also their life The learningprocess at the core of training has various ways to implement

1.1.3 Sevice quality

According to Parasuraman, Berry and Zeithaml (1985, 1988), perceived servicequality is the result of the consumer's comparison of expected service with the receivedservice There are five dimensions of service quality: (a) reliability, (b) responsiveness, (c)assurance, (d) empathy, and (e) tangibility The service quality dimensions are defined byauthors who studying numerous different categories of service such as (a) appliance repair,

credit card companies Parasuraman, Zeithaml & Berry (1988) had stated that measuringperceived service quality involves the comparison level of what a customer should expect;whereas measuring satisfaction involves the appropriate comparison with what a customerwould expect (Cronin & Taylor, 1992) Close examination of scale items for each dimensionreveals that a majority of all the items relate directly to the human interaction element ofservice delivery

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In order to operationalize the service quality construct, Parasuraman et al (1985,

1988, 1994) had made use of qualitative and quantitative research, following generallyaccepted psychometric procedures Their research had resulted in the progression of theoriginal 22-item SERVQUAL instrument, which is one of the most widely-usedoperationalization of service quality The contention by the developers of SERVQUALthat the instrument can be applied to determine the service quality offering of any servicefirm has led to its extensive adoption (Dabholkar et al., 1996) The SERVQUAL scale isbased on the difference in scores between customer expectations of service and theirperceptions after receiving the service Initially, Parasuraman et al (1985) focused on theten determinants of service quality However, after two stages of scale purification, theyreduced the ten determinants to five dimensions of service quality: tangibles, reliability,responsiveness, assurance, and empathy (Parasuraman et al., 1988)

However, few prior literatures have raised criticisms on the SERVQUAL model(Churchill Jr., Brown and Peter, 1993; Cronin Jr and Taylor, 1994 and Buttle, 1996) First

of all, there was little evidence that customers assessed service quality through thedisconfirmation paradigm (i.e measuring the gap between service expectations and actualservice performance) Secondly, they also argued that SERVQUAL had been inaptly based

on an expectations-disconfirmation model rather than an attitudinal model of servicequality Cronin Jr and Taylor (1994) pointed SERVQUAL out as “hesitance to callperceived service quality an attitude” Thirdly, according to Buttle (1996), SERVQUALinstrument failed to capture the dynamics of changing expectation Therefore,performance-minus- expectations was deemed as an unsuitable basis to measure servicequality (Cronin Jr and Taylor, 1994) Teas (1993) further argued that because the servicequality expectations concept might have discriminant validity shortcoming (i.e.expectations does not measure service quality as well as it is expected to), the perceptions-minus-expectations service quality measurement framework could be a misleadingindicator of service quality through customer perception Thus, he recommended byeliminating the expectations measure, the SERVQUAL model could be improved, byrelying solely on the perception component

For this reason, Cronin then argued for the superiority of the only (SERVPERF) measures of service quality as compared to the “perceptions-minus-expectations” measures (Cronin Jr and Taylor, 1994) Despite the fact that SERVQUAL isthe more commonly used framework since its introduction as it has been used longer, thisresearch used the SERVPERF model SERVPERF measures are based only on consumers‟

performance-based-perceptions of the performance of a service provider, which explain more of the variation

in service quality and it assess service quality without relying on the disconfirmationparadigm Thus, it would be able to provide a more convergent and discriminant validexplanation of service quality construct While using SERVPERF, it is noted that whileCronin and Taylor (1992) have argued strongly in defence of SERVPERF, its scale has yet

to be empirically tested in as many industries as has SERVQUAL

1.1.4 Dimensions of service quality

The first dimension of service quality is tangibility which includes the appearance

of physical facilities, personnel, equipment, and communication materials The overallcondition of the physical surroundings is tangible evidence of the care and attention of theservice provider to details demonstrated of their service This dimension assessment canextend to the conduct of the other customers who being provided the services, such asnoisy guests in the next room at a hotel

Secondly, Reliability is the ability to execute the accuracy of promised service.Reliable service performance is a customer expectation and it means that the service isprovided on time, and everytime is with the same manner and standard For example,receiving their mail at approximately the same time every day or week is important tocertain people In term of training service, reliability could be extended into the backoffice, as well as where accuracy in billing and record keeping is expected

Next, responsiveness dimension is the willingness to help customers by providingprompt services Keeping customers wait without apparent reason would createsunexpected negative perceptions of service quality of the company In the event of aservice failure or interruptions, the service provider ability to recover quickly withprofessionalism can create considerable positive perceptions of service quality For servingcomplimentary drinks on a delayed flight can turn a potentially poor customer experienceinto one that is remembered favorably

Assurance dimension relates to the courtesy and knowledge of customer servicecustomer and their capability to express trust and confidence The assurance includes thecompetence to perform the service offered effective communication with politeness andrespect for the customer, and this is the attitude to help the service provider win thecustomer's heart

Last but not least, empathy is the provision of caring demonstrated by the customerservice customer by paying personalized attention to customers Empathy includes sense ofsecurity, approachability and the understanding customer's needs effort

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1.1.5 Customer satisfaction

According to Oliver (1980), customer satisfaction is the result from experiencing aservice quality encounter and comparing that encounter with what was expected.Satisfaction can be preceived as an attitude, from an operational definition view point,because it can be assessed as the combined level of satisfaction with various attributes of aproduct or a service (Churchill and Surprenant, 1982) According to Yi (1990), customersatisfaction can be defined as an attitude as there is sufficient evidence supporting it.Meanwhile, according to LaTour and Peat (1979), satisfaction is a post-decision experienceconstruct, whereas attitude is a pre-decision construct (Caruana, Money and Berthon,2000)

Customer satisfaction can be identified as a response of consumer‟s fulfilment; i.e.,

it is a judgment whether “a product or service feature, or product or service itself, provides

a pleasurable level of consumption-related fulfilment” (Zeithaml and Bitner, 2000).Because a high level of customer satisfaction do have a positive effect on customer loyalty,

it is essential for service providers to understand customers‟ perception, which reflects thedegree of a customer‟s feeling about a service provider, of their services and then customersatisfaction (Deng, Lu, Wei and Zhang, 2009)

There are numerous previous studies that had investigated the concept ofsatisfaction on service setting (e.g De Ruyter et al., 1997; Fornell, 1992) Customersatisfaction can be assessed based on the customer‟s satisfaction attitude on variousattributes of the product or service (Churchill & Surprenant, 1982) Customer satisfactiondepends on a various factors, including perceived service quality, customers emotions,social interactions, and other experience-specific subjective factors (Rust and Oliver,1994)

According to prior research (Cronin and Taylor, 1992; Zeithaml, Berry andParasuraman, 1996), there has been much debate on whether service quality dimensions arethe antecedents of customer satisfaction Nevertheless, there are some empirical studies,which have shown that service quality is related to customer satisfaction (Cronin andTaylor, 1992; Levesque and McDougall, 1996; Taylor and Baker, 1994; Zeithaml et al.,1996; McDougall and Levesque, 2000) Specifically, there were also studies on the mobilephone service markets, which suggested that service quality positively affects customersatisfaction (Kim et al., 2004; Kuo et al, 2009; Tung, 2004; Turel and Serenko, 2007) Inaddition, Brady and Cronin (2001) had stated that the antecedent role of service qualitywith respect to customer satisfaction in their research

Existing models of customer satisfaction that are based on the expectations paradigm (e.g., Cadotte, Woodruff, and Jenkins 1987) have hardly everfocused on the role of customer perceived value as an antecedent of customer satisfaction.There have been several literatures measuring the relationships between perceived valueand customer satisfaction The service management literature stated that customersatisfaction is the result of a customer‟s perception of the value received in a transaction or

disconfirmation-of-a reldisconfirmation-of-ationship (Heskett et disconfirmation-of-al 1997), while the socidisconfirmation-of-al science literdisconfirmation-of-ature hdisconfirmation-of-ad indicdisconfirmation-of-ated thdisconfirmation-of-atcognitive thought processes trigger affective responses (Weiner, 1986), suggesting thatcustomer perceived value judgments affect perceptions of satisfaction

According to Rust and Oliver (1994), value is an encounter-specific input tocustomer satisfaction The ACSI (American Customer Satisfaction Index) model in Fornell

et al.‟s (1996) study demonstrated that “customer satisfaction is more quality-driven thanvalue- or price-driven”; however, perceived value also affects customer satisfaction Intheir study, Anderson, Fornell, and Lehmann (1994), and Ravald and Gr nroos (1996)assured that value is related to customer satisfaction Similarly, Cronin et al (2000)showed that perceived value is a considerable predictor of satisfaction Additionally,Fornell, Johnson, Anderson, Cha, and Bryant (1996) and McDougall and Levesque (2000)stated that perceived value directly and positively influences customer satisfaction

Previous empirical studies investigating the relationship between perceived valueand customer satisfaction in the context of the mobile phone service market have foundconsiderable evidence that perceived value directly influences customer satisfaction (Kuo

et al, 2009; Tung, 2004; Turel and Serenko, 2006)

1.1.6 The relationship between service quality and customer satisfaction

The relationship between service quality and customer satisfaction has been thesubject of continuous discussion among researchers over the past decades Customersatisfaction is not only a general concept that expresses their level of satisfaction whenconsuming a service, but also refers to the service quality that is concerned with thespecific dimensions of the service (Zeithaml & Bitner, 2000) Additionally, according toParasuraman (1985, 1988), service quality - determined by various factors - is a decisivefactor of satisfaction Moreover, some authors argue that the service quality and customersatisfaction are coincidental so that these two concepts can be used interchangeably.However, many studies have shown that service quality and customer satisfaction are twodistinct concepts Parasuraman et al (1993) stated that the main difference between servicequality and customer satisfaction is that service quality is the cause and customer

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satisfaction is the effect Moreover, Zeithalm and Bitner (2000) claimed that customersatisfaction is influenced by many factors such as: product quality, service quality, price,situational factors, personal factors.

Service quality and satisfaction are two different but closely related concepts inservice research (Parasuraman et al 1988) Previous studies have shown that servicequality is the cause of satisfaction (Cronin and Taylor, 1992; Spreng and Mackoy, 1996).The reason is that service quality is related to service delivery, and satisfaction is measuredonly after service has been used

Customer satisfaction is a general concept, expressing their satisfaction whenconsuming a service, while service quality focuses on specific components of service(Zeithaml & Bitner, 2000) Although service quality and satisfaction are interrelated, fewstudies focus on verifying the level of interpretation of service quality components forsatisfaction, particularly for each specific sector of service (Lassar et al., 2000) Cronin andTaylor also testified this relationship and summarized that the service quality resulted incustomer satisfaction Studies have concluded that service quality is a precondition forsatisfaction (Cronin and Taylor, 1992; Spreng and Mackoy, 1996) and is a major factoraffects satisfaction (Ruyter and Bloemer, 1997)

Service quality is a factor that significantly affects customer satisfaction If aservice provider gives customers well-qualified products that meet their needs, they willmake the customer feel satisfied Therefore, to improve the level ofcustomer satisfaction,service providers must focus on updated service quality

Figure 1.1 The relationship between service quality and customer satisfaction

Source: Zeithaml &Bitner (2000), Services Marketing, MacGraw – Hill

1.2 Service quality assessment models

1.2.1 Service Quality Gap Model

The service quality 5 gap of Parasuraman & el (1985, 1988) is shown in the figurebelow The first gap occurs when there is a difference between the customer's expectation

of service quality and the perception of customer service manager about customerexpectations The basic point of this difference is that the service company does not fullyunderstand what constitutes the its service quality and how it is delivered to the customer

to satisfy their needs The next gap appears when the service company has difficultyconverting its perception of customer expectations into attributes of service quality Inmany circumstances, the company may be aware of the customer's expectations but can notconvert these expectations into specific quality criteria and deliver it as expected to thecustomer The main causes of this problem are the expertise of the service customer andthe overwhelming demand for services It is common that the service demands ofcustomers is so huge and personalized that the company does not always catch up A thirddistance occurs when the service agent does not deliver services to customers according todefined criteria In the service, the customers have direct contact with the customer, plays

an important role in the process of quality creation However, customers are not alwaysable to fulfill their assigned tasks

Customer expectations about service quality are also impacted by advertisingmedia and information The promotion promises can increase the level of customerexpectations but will also reduce customer perception of the service quality if they are notkeep doing what they promised This is the fourth distance

The fifth gap occurs when there is a difference between the quality and expectation

by the customer and the quality they preceive Service quality depends on this fifthdistance Once customers realize that there is no difference between the quality they expectand the quality they feel when consuming a service, the service quality is perfect in theirmind

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Figure 1.2 Service Quality 5 Gap Model in SERVQUAL

Source: Parasuraman & et al (1985: 44)Parasuraman & el (1985) argue that service quality is a function of the fifthdimension This fifth distance depends on the previous distance Therefore, to shorten thefifth distance and increase the service quality, the service administrator must make efforts

to shorten the gap The service quality model according to these researchers can beexpressed as follows:

SQ = f ((G5 = f (G1, G2, G3, G4))Inside:

This is a general and theoretical model of service quality In order to be able topractice, Parasuraman et al have tried to build a scale for measuring quality in the servicesector, according to him, any quality service that consumers perceive is based on thefollowing 10 components

The 10-component model of service quality described includes:

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 Itcan also be understood as this function “Service quality = Perceived Level - ExpectedValue” Athough the perception can be understood and identified explicitly based on thecustomer's belief in the service they use, the expectation seems to be quite vague or inother words it can be understood in terms of many different ways

SERVQUAL is the most common approach to measuring service quality,comparing customer expectations with respect to a service and customer perception of theservice being actually delivered Include (1) five service quality distance model and (2)component quality service model SERVQUAL considers two key aspects of servicequality as the result of service and service provision being studied through the followingfive criteria:

Figure 1.3 SERVQUAL model

Source: Parasuraman et al (1988)13

Cronin and Taylor (1992) modeled SERVPERF, suggesting that the best service quality isreflected by the level of customer perception of service performance According to theSERVPERF model, the satisfaction of service quality equal to the level of perception As a

variant of SERVQUAL, the SERVPERF model consists of five basiccomponents, namely:

provide timely and standardized service to customers

customers

for service

This conclusion was concurred by other authors such as Lee et al (2000) or Brady

et al (2002) The SERVPERF scale also uses 22 statements similar to the customerperception question in the SERVQUAL model but ignoring 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 modelModel short

1.3 Research conceptual model

Based on the mode relationship between service quality and customer satisfaction(Figure 1.1), the model applied to the case of IELTS traning center was created and presented

in figure 1.4 The model has been adjusted to be more suitable for training service analysis

Specifically, situational factors and personal factor will be eliminated Hence, in this

applied model, learners‟ satisfaction will be evaluated by training service quality

Training Materials

(Tangible)

Services (Tangible)

Customer satisfaction = α + β1 *Training Facilities + β2 *IELTS TeachersTraining Facilities + β2 *Training Facilities + β2 *IELTS TeachersIELTS Teachers

+ β3 *Training Facilities + β2 *IELTS TeachersTraining Notes and Materials + β4 *Training Facilities + β2 *IELTS TeachersProgram Designing + β5 *Training Facilities + β2 *IELTS TeachersSupportive Services

1.4 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

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CHAPTER II: RESEARCH METHODOLOGY

This part discusses methods used in undertaking this study from the collection ofdata to methods applied to analyze the collected data Research approach, design, process,sample size and sampling technique, instrument of data collection, data collectionprocedure and finally data analysis technique is discussed in this chapter

2.1 Research approach

There are two kind of researches which are inductive and deductive approach Inthe inductive approach, the data is collected and a theory is developed as an outcome of thedata analysis Whereas, in the deductive approach, a hypothesis is developed and researchstrategy is designed to check the hypotheses There are five stages in the deductiveapproach: gathering a hypothesis, stating the hypothesis in operational terms, testing thehypothesis, exploring the outcome and last will be adapting the hypothesis in the light ofthe outcome (Saunders, et al., 2009) The aim of this paper is to examine the service qualityinfluences customer satisfaction when they are learning in IZONE IELTS trainingAcademy Therefore, the researcher has adapted a deductive approach for this research as

to evaluate the dimensions of service quality which are affecting the satisfaction ofcustomer in and also the researcher assumes that there are adequate researches developed

in the field of customer satisfaction

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

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2.3 Research design

The quantitative analysis often relies on the deductive approach whereas thecollection of quantitative data in this research has indicated the positivistic method.Therefore, this research has adapted a quantitative strategy by gathering a large number ofdata from customers of IZONE IELTS Training Academy Quantitative analysis is awidely-used research method which is used to give positive results of the questionnaire inthe survey Questionnaire is used to collect the huge number of responses for analyzingdata in descriptive and explanatory research Therefore, this research will use questionnaire

as the main method of quantitative approach In order to meet the research questions‟objectives, the quantitative approach is undertaken as it provides all the numeric data thatpractically analyze the statistics collected and answer the questions (Saunders, et al., 2009)

In this research, the researcher will try to use the most up to date, reliable and valid scales

to measure the quantities based on the literature review and research questions

2.4 Sampling design and procedure

2.4.1 Target Population

The researcher used the target respondents, customers of IZONE IELTS trainingcenter who are learning in IZONE center system in Hanoi in August 2019 because it isdifficult to collect survey from learners who are not learning in IZONE and lack of intent

to do this survey Additionally, the results also are unreliable because of the gap betweenthe time they consume IZONE service and the present that leads to the loss in memmoryabout IZONE service quality Last but not least, if the period when learners join IZONEcourses further from the present at least 3 to 6 months, the change in service quality willnot up-to-date with them that leads to the deviation in their assessment

2.4.2 Sampling technique

The sample is selected using convenience sampling technique for the participantswhich reflects easy and feasible access because of the limitation in time and cost to do thisresearch According to Quinlan (2011), a convenience sampling technique is used for thoseparticipants who are easy to include in the research sample

2.4.3 Sample size

In principle, accurate information about the given population could be obtainedonly from census study However, due to time and cost constraint, in many cases, thecomplete coverage of population is not possible; thus sampling is one of the methods,which allow the researcher to study a relatively small number of units representing the

whole population (Sartnakos, 1998) In determining the sample the researcher used samplesize 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 tocollect 133 responses

2.5 Data collection instrument

There are many instruments in the quantitative study but the researcher selected touse questionnaire which is the most appropriate instrument for data collection.Questionnaire is a common word which consist of all methods of data collection and everyrespondent is asked the same set of questions by a fixed technique (Saunders, et al., 2009)

It would not be possible for the researcher to collect the data through interview from eachindividual Online survey method is the most popular and effective technique to use for thesurvey population who have ability to use this technology (Quinlan, 2011) Therefore, theresearcher considered online questionnaire/survey which can collect data from largepopulation and through Google Form which is the most suitable option for this research

2.6 Survey design

The main objective of this survey is to collect information from IZONE customers

in order to analyze their point of views about the factors which affect them the most whilelearning in IZONE Because most of IZONE customers find easy to do an online survey,the author will design a survey in online through Google Form including 2 part

The first part comprises of demographics which includes employee‟s age, genderand general information about learning in IZONE such as their current enrolled IELTScourse in IZONE, their referral channel and their referral intention

The second part of the survey includes closed questions which were provided to therespondents with options to select on a scale and this was measured by „Likert scale‟ The

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options have five-point Likert scale from strongly agree to strongly disagree The Likertscale is the technique of rating scales and are used to collect the belief and attitude of therespondents towards the statements (Quinlan, 2011).

The research questionnaire will be built in the form of table in Microsoft Word inorder to take advices from Founders of IZONE about the suitability the questionnaire inorder to adjust appropriately to make the official research questionnaire The finalquestionnaire is showed in the Appendix I

2.7 Data analysis methods

After the relevant data is collected, it analyzed using statistical package for socialsciences (SPSS) Each research questions are answered accordingly and the output of theanalysis is presented in tables and finally their implications are explained Descriptivestatistics were applied to analyze background information of respondents, overall servicequality and customer satisfaction In addition, linear regression analysis method was used

to analyze respondents‟ perception of service quality and satisfaction as well as therelationship between service quality dimensions and between service quality dimensions tocustomer satisfaction

CHAPTER III: CURRENT SITUATION OF IZONE IELTS TRAINING

140 countries all around the world have recognised IELTS test results as English languageefficiency provement IELTS result is usually required in your applications to educationalinstitutions, employers, professional associations and governments in English speakingcountries IELTS test is ensured to be fair and unbiased for all test takers whoevernationality, background, gender, lifestyle or location IELTS content which undergoesextensive research has been developed by an international team of experts since 1989

The IELTS test has 4 skills including listening, reading, writing and speaking skillwith the under three-hour-test time You will take the three Listening, Reading and Writingtests all on the same day one after the other, with no breaks in between If you choose totake IELTS on paper, your Speaking test may be on the same day as the other three tests or

up to seven days before or after that, depending on your test centre If you choose to takeIELTS on computer, Listening, Reading and Writing tests will be completed using acomputer and Speaking test will be held on same day

The value of IELTS certificate is undoutably with anyone who needs English tolive and work in English language environment all over the world First of all, becausethousands of the world‟s most reputable universities and colleges will accept your IELTSresults as evidence of your English language proficiency, you have to take the IELTS test ifyou want to apply to study these universities and colleges Next, IELTS is required bygovernments in more countries than any other English language test as a requirement forpermanent residency The third value of IELTS certificate is to take advantage to applyinto English speaking companies which will provide attractive salary and global workingenvironment with the chance to go to other country for business

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3.1.2 Situation of IELTS training service in Hanoi

3.1.2.1 General situation

With the hot trend of learning IELTS over years, the continuous growth in quantityand quality of IELTS training programs is probably not enough to supply effectively Asthe statistic of the author, IELTS training centers in Hanoi could divide based on the tuitionfee into 3 categories:

Table 3.1: Categories of IELTS training center in Hanoi

ACET, GLN

Bách, KOS, IMA, IPP, EQUEST

With the high class IELTS training centers, the teacher usually the IELTSexaminers who have international certificate of teaching language and over 5 years ofteaching IELTS Besides, the facilities and service of these centers are invested with goodquality and in the prime location Therefore, learners who want the best training coursewith high quality service and handle the high tuition fee should take part in these center

Although the middle class centers provide good service with modern facility, theIELTS teachers are usually Vietnamese who got over 8.0 band in IELTS test and havebeen taught IELTS at least 2 years Additionally, the location is not in the famous streetbut easy to find

In general, each learner usually register at least 2 to 3 courses, depends on theircurrent level estimated band score If estimated band score of students are about 3.0 orbelow and they want to get band 6 to 6.5, they will learn from Foundation course(introducing about IELTS and focusing on vocaburary and grammar) to Pre-IELTS (4.0 –5.0) and IELTS course (5.0 – 6.0) After that, they could spend time doing tests at home orlearning an advanced course before doing the IELTS test By contrast, if students estimatetheir band score is above 5.0 to 6.0 or doing the real IELTS test, they can choose to learnthe advanced courses (above 7.0) or specific skill courses to improve their weak skills such

as writing and speaking

3.1.2.2 Reliable IELTS Training Centers in Hanoi statistics

To supply the massive demand of learning IELTS in Hanoi, hundred of IELTScenters with various sizes have been established rapidly and through years, learners couldfind out several high-qualified IELTS training centers which have been built their ownreputation in this market As below is top IELTS training centers with brief information:

a British Council

The British Council is the UK‟s international organisation for cultural relations andeducational opportunities and known as the prestigious IELTS exam site The IELTSpreparation program at ACET includes 3 levels: IELTS Pre-Intermediate, IELTSIntermediate and IELTS Upper-Intermediate

b GLN Center

GLN Center was established since 2008 and in 2012, Bureau Veritas Certification

-UK recognized to achieve ISO 9001: 2008 Quality Certification GLN is known as the BestIELTS Partner of the British Council and an important partner of IDP in registering for theIELTS exam in the North of Vietnam GLN courses are taught by 100% native teachers.IELTS courses at GLN include: Introduction for IELTS, Pre IELTS, IELTS Advanced,Skill courses for IELTS: Writing for IELTS, Reading for IELTS, Listening for IELTS,Speaking for IELTS, Grammar and Vocabulary for IELTS

c Summit Education Services

Summit English Center is a prestigious and quality educational institution in Hanoi.Summit center was established in 2010 which is currently trusted by many students tochoose as the reputational center to help them prepare for the IELTS exam Summit hasspacious and modern facilities, the teaching team are both Vietnamese and native speakers.The IELTS preparation program is designed and taught according to the Summit IELTSNew & Enhanced program which consist of 5 levels: Foundation, Intermediate, High -Inter, Intensive, Advanced

d ACET English Center – a subsidiary of IDP

IELTS preparation programs at ACET with textbooks compiled and updatedaccording to INSEARCH Institute of Technology University of Sydney (UTS) Facilities

at ACET are equipped with international standards The IELTS preparation program atACET includes 5 levels: IELTS Express, IELTS Plus, IELTS Pro A, IELTS Pro B

e RES English Center

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

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campuses in Ho Chi Minh City, 5 others in Bac Ninh, Da Nang, Hai Phong, Vung Tau andBien Hoa The total number of students enrolled is more than 20,000 students RESEnglish system engages in professional advice and provides foreign teachers, students, andco-produces the following programs: 5 New English Words every day (2019), Hoa Ca(2019) with channels VTV7 national educational television RES was recognized as thebest partner of IDP from 2011-2017.

The IELTS exam preparation program at RES is divided into a variety of courses:English Basic, English Background, IELTS Foundation and Foundation Foundation,IELTS Pre A and B, Express IELTS, and IELTS Express to achieve 6.5, IELTS Advanced,IELTS Speaking, IELTS Writing, IELTS improving goals 7.5

3.2 Overview of IZONE IELTS Training Academy

3.2.1.1 Establishment and Development

two years of operation as an IELTS learning community whose name is "Sharing strategies

The main activity of IZONE is specializing in training IELTS intensively Afternearly five years of operation and development, the center now has two branches in Hanoi,and there have been more than 8000 students studying at IZONE

Always carefully preparing and investing in the content of teaching, IZONE hastrained hundreds of students to reach over 7.5 IELTS Therefore, the center is alwaystrusted by students and becomes a prestigious and high - quality IELTS training centerwith reasonable cost

3.2.1.2 Mission

IZONE‟s mission is to become a reliable and cost–saving training IELTS academy,which accompany students during the whole period of studying IELTS and beyond.IZONE aims at providing students with background knowledge, a clear roadmap andsuitable materials in a specific time to achieve students‟ goals in IELTS

3.2.1.3 Vision

IZONE has a vision of leading in the IELTS training segment in Vietnam

3.2.2.1 IZONE teachers

The most competitive strengths of IZONE teachers are young, enthusiastic andtalented Teachers of all classes are those who have studied for many years at English

specializing high schools, international courses at Vietnamese universities and foreignuniversities They have succeeded in attaining many achievements in both study and work.Furthermore, they are exceedingly experienced in teaching IELTS and have personallytaught about 8000 students for almost 2 years.

3.2.2.2 IELTS training program

IELTS training program is divided into four IELTS - course levels whose structureshave an extremely logical connection, including Foundation Course, Pre – IELTS Course,IELTS Course and Advanced IELTS Course Training director and nearly 20 teachersdirectly compiled and updated the curriculum and student materials during the whole twoyears to achieve the purpose of minimizing compulsory learning time, increasing theinspiration to study, and bringing the best result to students

3.2.2.3 Learning environment

The learning environment is assessed as one of the most important factors inIZONE When students are motivated to study, their learning will become much easier.Therefore, the lecturers at IZONE are not only the trainers who just focus on deliveringknowledge but also the ones who are always responsible for inspire students from thebeginning to the end of the course IZONE always encourages teachers to turn theclassrooms into small families, and each student is a member After a 2.5-month course atIZONE, students are supported to actively create study groups later so every member of theclass can continue to study and support each other like family members

3.2.3 IZONE’s features

3.2.3.1 Conscientious

During five years of establishment and development of IZONE, IELTS teachers arealways considered to be the key factor, and the most important and strategic team of thecenter Every teacher is talented, enthusiastic and dedicated They instruct studentscarefully and conscientiously not only because they perform the tasks according to theirresponsibility, but also thanks to the fact that they love their students from the bottom oftheir heart and want to bring the best to their learners

3.2.3.2 Strategic

The strategic factor which contributes to the improvement and expansion of IZONE isdefinitely the training program associated with exclusive and innovative learning methodsresearched by IZONE‟s academic team on over 5000 students It is certain to mention four keyspecial methods of four levels of IELTS courses in the center, including multichannel learning,

“mirror – fixing” study, vocabulary super - study, and “warfowl squadron”

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With the Foundation and Pre-IELTS courses, due to weak language reflexivity oflearners at these levels, IZONE focuses on increasing the students' ability to producelanguage in English At the IELTS and Advanced IELTS courses, students are instructed topay attention to study 2-3 sessions per week; also, their study program are divided intosmall semesters; and they are able to review the knowlede with considerably high intensityand do many IELTS tests to prepare for the real exam.

3.2.3.3 Motivating

IZONE understands the burdens that students have to deal with, the efforts that theymake, the passions that they strive for, and the difficulty and tiredness in achieving theirgoals due to the language barrier This is the reason why besides constantly improving thetraining program to deliver knowledge in the most effective and time – saving way, IZONEalways enthusiastically tries the best to energize, encourage and inspire students to studyIELTS better

3.2.4 IZONE’s organizational information

3.2.4.1 IZONE Organization Chart

CEO

3.2.4.3 Branches

3.2.4.4 Co-founder profile

Chief Executive Officer: Nguyen Huu Tu

precursor of IZONE IELTS Training Academ

Training Director: Pham Hong Long

semester of 2012 in the Faculty of Economics, Monash University, Sunway campus

University of Miami, Coral Gables in Florida in the US - achieving GPA of 3.7 / 4.0 duringthis time

graduates with the highest results

IZONE designs a system of 4 levels of IELTS courses, welcoming students who are

in foundation level (3.0 band in IELTS), with a total training time of 108 lessons thatequivalent to 270 hours or 40 weeks Calculating the intermission period between courses,the total time the student will invest is about 1 year with a committed score of 7.0 IELTS

As below is the brief information of each level of cause

3.2.5.1 Foundation course

 Learning content summary:

and also practiced speaking skill

pronouncing habits to help them pronounce and listen more fluently

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 Grammar: consolidating knowledge and providing a huge number of homeworkswill help student increase the ability to use grammar accurately and fluently.

Speaking at every lesson of class The vocabulary and speaking lesson is organized by topicand each sessons will focus on a topic

 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

3.2.5.2 Pre-IELTS course

 Learning content summary

The course fulfills weaked skills of students, orients students how to learn IELTS and provides IELTS materials

answering techniques and fulfill students‟ vocabulary with various reading topics

questions, equip necessary listening skills, listen repeatedly to increase their listening ability

grammar of task 1 and task 2 Students will practice writing and be being corrected specificerrors by IELTS lecturers

vocabulary synthesis for students to remember effectively in the long period, practicespeaking in individual or group in class The Speaking content in this course will revolvearound part 1 and part 2

 After this course, students are fluent in Part 1 of speaking test by knowing how toextend the answer; fluenting in writing the introduction and completing paragraphs with simplewords; and knowing how to use basic listening and reading skills

3.2.5.3 IELTS Course

 Summary of learning content

techniques; expand vocabulary by learning reading topic and increase reading speed

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 Listening: students will be equipped with tactics, skills of each part in the

listenting test and practice fluenty these tactics and skills by doing a lot off homework

the writing and allocate time suitably; and learn how to write complete articles in the simplestand most effective way

these vocaburary again in class; and then practice applied these vocaburary at class/at home

 After the course, students will speak correctly with grammar and pronunciationcriterias, be proficient in time stretching technique and speaking reflexivity; be proficient inreading various types of articles with a reading comprehension nature; master writing methodsand skills to increase the band score in writing test

3.2.5.4 Advanced IELTS course

 Summary of learning content: focus on difficult parts of the IELTS test to help students achieve the highest score (above 7.0)

reading speed; identify and answer reading exercises correctly and in time; fulfill thevocabulary range to reach band 7.0 to 9.0 in IELTS

how to do IELTS test: time allocation, answers prediction ; student will be fixed advancedlevel errors

understanding evaluation criterias, correcting exam writing, evaluating high score IELTSwriting samples, reviewing advanced structure and vocabulary

of each type of questions in each part in the IELTS speaking test

practice speaking for 6 months with the best lecturers to effectively support students to masterspeaking test and get the score from 7.0 to 9.0

 After the course, students will master the almost all necessary skills and techniques

to get the score over 7.0 in 4 skills; be proficient in doing the IELTS test by

mastering time allocation skill, answer prediction skill…

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3.2.6 IZONE achievements

Remarkable accomplishments IZONE has attained throughout 5 years ofdevelopment vary from opening courses, teaching students to co-operating organizationsand taking part in different activities

IZONE has provided nearly 700 IELTS courses at all four levels and taughtapproximately 13000 learners Statistics showed that almost 90% of students after studyingIZONE courses obtained at least 0.5 IELTS score higher than the committed results And70% of Advanced IELTS Course learners reached the IELTS band score ranging from 7.0

to 8.5

Moreover, IZONE has been into a strategic partnership with many prestigiousorganizations IZONE has become the officially recognized center in Vietnam to supplyfully English certification qualified Vietnamese students to Amity Business School,Singapore

Furthermore, IZONE has cooperated with IDP - an international educationorganisation offering student placement in Australia, New Zealand, the USA, UK, Irelandand Canada – to give English learners many golden opportunities to improve theirlanguage ability through tips sharing seminar, IELTS demo test days and consultationevents

Recently, IZONE has accepted the invitation of cooperation with Edumall toproduce online IELTS writing course This course has received plenty of good feedbackfrom students

In the hope of contributing to the development of the young generations, IZONEhas become a sponsor enthusiastically for many activities and events of students in variousuniversities, such as Foreign Trade University, National Economics University, BankingAcademy, and Hanoi National Universtiy

3.3 Current situation of IELTS trainining service quality in IZONE

About the number of classrooms, there is a total of 7 rooms at the IZONE headoffice, and the other two branches have 4 rooms in each place When IZONE is able toincrease the number of classes in the future, it is clear that IZONE should establish morebranches

At the head office, there are 3 speakers and 1 projector system to use while thereare normally 6 to 8 classes studying on each day At the 2nd branch on Pham Tuan TaiStreet, there are normally 3 classes per day but this branch just has 2 speakers Therefore,