Students' perceptions of learning conditions and satisfaction in EFL: A psychological and pedagogical perspective

This study investigates the psychological and pedagogical dimensions of student satisfaction in learning English as a foreign language (EFL) within a vocational education context. A total of 321 students majoring in Technology, Business, and Tourism and Hospitality completed a 15-item, 5-point Likert-scale questionnaire covering four domains: perceived quality of facilities, lecturer effectiveness, training program design, and institutional responsiveness. Data were analyzed using SPSS (version 25) and partial least squares structural equation modelling (PLS-SEM) to examine the effects of these domains on students' satisfaction. Findings revealed a generally high satisfaction level, with lecturer effectiveness being the strongest contributor to positive learning experiences, while facilities received the lowest evaluations. Business students reported higher satisfaction than their peers in Technology and Tourism programs. The results indicated that facilities, lecturers, and training programs showed significant associations with satisfaction, whereas responsiveness had no statistically significant relationship with satisfaction. These findings highlight the cognitive-affective basis of satisfaction in EFL learning and emphasize the importance of improving teaching quality, curriculum design, and physical environments to strengthen students' engagement and learning outcomes.