Next Article in Journal
Bridging the Gap: An Epistemic Logical Model for Analysing Students’ Argumentation and Proof in Mathematics Education Research
Previous Article in Journal
Measuring Chinese English as a Foreign Language Learners’ Self-Efficacy in Vocabulary Learning: Instrument Development and Validation
 
 
Search for Articles:
Title / Keyword
Author / Affiliation / Email
Journal
Article Type
 
 
Advanced Search
 
Section
Special Issue
Volume
Issue
Number
Page
 
Journals
Education Sciences
Volume 14
Issue 6
10.3390/educsci14060672
education-logo
Submit to this Journal Review for this Journal Propose a Special Issue
► Article Menu

Article Menu

share Share announcement Help format_quote Cite question_answer Discuss in SciProfiles thumb_up
...
Endorse textsms
...
Comment
first_page
settings
Order Article Reprints
Font Type:
Arial Georgia Verdana
Font Size:
Aa Aa Aa
Line Spacing:
Column Width:
Background:
Article

Employing the Performance Evaluation Method to Examine the Efficacy of English Language Instruction: Insights from Primary Educational Institutions in Taiwan

by
Kuo-Ching Chiou
1,
Yu-Ming Huang
2 and
Andri Dayarana K. Silalahi
3,*
1
Department of Finance, College of Management, Chaoyang University of Technology, 168, Jifeng E. Rd., Wufeng District, Taichung 413310, Taiwan
2
He-ren Elementary School, Hemei Township, Changhua 508, Taiwan
3
Department of Marketing and Logistics Management, College of Management, Chaoyang University of Technology, 168, Jifeng E. Rd., Wufeng District, Taichung 413310, Taiwan
*
Author to whom correspondence should be addressed.
Educ. Sci. 2024, 14(6), 672; https://doi.org/10.3390/educsci14060672
Submission received: 8 April 2024 / Revised: 23 May 2024 / Accepted: 14 June 2024 / Published: 20 June 2024
Browse Figures
Review Reports Versions Notes

Abstract

:
The investigation examines English proficiency levels across Taiwanese primary education, revealing a significant divergence in skills characterized by an M-shaped distribution among students in the fifth and sixth grades. To address this disparity, the study employs a performance evaluation method that combines importance–performance analysis (IPA) and the refined Kano model, aiming to identify and improve upon the current deficiencies in English language teaching. Further analytical depth is provided by applying a three-factor theory, which re-evaluates the traditional five-factor framework of the Kano model, informed by a survey of 443 respondents. The analysis identified that, out of twenty evaluative items, four are critical and demand targeted enhancement efforts. The paper has identified four items for enhancement to improve English language instruction quality. Specifically, it suggests that two items from the importance–performance analysis are critically under resourced and require immediate intervention. Additionally, the paper recognizes two items from the Kano model that also need focused improvement. The study recommends swift and targeted actions to address these areas, with the goal of raising the overall standard of teaching. Based on these findings, the study proposes a set of practical recommendations aimed at increasing the overall effectiveness of teaching and fostering an environment that enhances student motivation. The ultimate goal of this study is to support English teachers in primary schools by providing strategic insights that can lead to the enhancement of teaching practices and the amelioration of English language education deficiencies.

1. Introduction

Education serves as a cornerstone of societal advancement, shaping a nation’s trajectory toward prosperity. The correlation between educational development and economic growth, as asserted by Bongaarts et al. [1], is profound and reciprocal, signifying that investment in educational quality must be a primary concern for policy makers [1]. In Taiwan, where English is regarded as an essential yet foreign language, students often face significant challenges due to the lack of an immersive learning environment, striving to enhance their proficiency for competitive academic placements. This struggle is characterized by a notable M-shaped bimodal distribution in English proficiency among primary students, particularly pronounced in fifth and sixth grades, reflecting a considerable variance in linguistic capabilities [2,3]. Such a distribution signals underlying issues in the English educational system, which, if left unaddressed, could widen the proficiency gap with potential long-term educational repercussions [3,4].
Tsai [5] attributes this distribution to disparities in access to educational resources and socio-economic status, highlighting a need for targeted interventions [5]. Without timely and effective improvement strategies, the gap in English proficiency threatens to persist and influence subsequent educational phases. To confront these challenges, the present study embarks on an examination of the M-shaped bimodal distribution in rural Taiwanese primary schools. Employing a random cluster sampling methodology, this research assesses the impact of English teaching strategies on student learning outcomes in Chunghwa County. This exploration is driven by two pivotal research questions:
RQ1: Which factors in English learning contribute to a lack of student motivation in Taiwanese primary schools?
RQ2: What strategies could be proposed to foster more effective English language acquisition?
Extant literature has established the revised Kano model’s efficacy, particularly when augmented by a three-factor analysis, in identifying key attributes for service quality enhancement [6,7]. The refined Kano model used in this study differs from the general one [8]. In this study, we utilized it to categorize quality attributes on a two-dimensional scale, facilitating the targeting of improvements in teaching quality [2,9,10]. Concurrently, the importance–performance analysis (IPA) is renowned for its applicability across diverse business sectors, including education, where it has been instrumental in pinpointing areas for pedagogical development [11,12,13,14,15]. While each methodology offers distinct analytical strengths—the Kano model excels in identifying specific problem areas, and the IPA excels in assessing performance and strategizing improvements [16,17]—their isolated applications are not without limitations. Recent scholarship advocates for a synergistic application of these methods, positing that such a combination could yield a more holistic understanding and resolution of educational challenges [18,19,20,21,22,23,24]. Both methods are enterprise diagnostic tools. Their purpose is to identify shortcomings within an enterprise and propose strategies for improvement. This study applies these methods in the field of education.
This study utilizes the IPA and the revised Kano model to address specific gaps in understanding English learning satisfaction. The revised Kano model simplifies the traditional Kano model by focusing on forward indicators, thereby enhancing the clarity and efficiency of the analysis. This method involves deriving two indicators, Dummy 1 and Dummy 2, and employing the “natural logarithmic two-virtual-factor partial correlation analysis method” to obtain β1 and β2 values. These values aid in categorizing items and constructing the satisfaction of English instruction quality matrix. By identifying key attributes that enhance satisfaction and reduce dissatisfaction, the study provides guidance for researchers in designing effective and engaging English learning activities. This approach bridges the gap by offering a clearer understanding of how to improve the quality of English instruction through targeted methods, addressing both satisfaction and dissatisfaction factors.
In alignment with this integrative perspective, the present study employs a dual-methodological approach to investigate the English learning landscape within Taiwanese primary schools. This approach aims to unearth the roots of motivational deficits among learners (RQ1) and to formulate robust recommendations for pedagogical enhancement (RQ2). The study anticipates that merging the insights garnered from both the revised Kano model and IPA will offer a comprehensive strategy to ameliorate the existing shortcomings in English education, thereby enhancing both teaching efficacy and learning outcomes.

2. Literature Review

This study examines the M-shaped bimodal distribution of English learning in rural primary schools in Taiwan, highlighting significant disparities in students’ language proficiency. To address these deficiencies, we use the importance–performance analysis (IPA) and the refined Kano model to identify critical areas needing improvement (RQ1). Following this, experts and scholars collaborate to develop improvement strategies (RQ2) to bridge the gaps in English learning. By integrating these tools and expert insights, the study provides a framework for enhancing the quality of English instruction in rural primary schools, ensuring effective and targeted educational interventions.

2.1. Effective Learning

In fostering academic distinction, the prowess of an English educator in deploying a spectrum of instructional strategies and capitalizing on their pedagogical acumen is crucial for engaging student interest [25], enhancing their intrinsic motivation, and meeting their educational needs [26]. Within regions where English does not hold primacy as the native tongue, the imperative to elevate student proficiency in English parallels the necessity to refine educators’ instructional methods. This is evidenced by empirical research spanning diverse cultural contexts, including Iran [27], Indonesia [28], and Taiwan [29,30], each underscoring the pivotal role of teaching methodologies in nurturing a conducive learning environment. Critical examinations of pedagogy illustrate that when educators effectively satisfy students’ intellectual curiosities, a positive learning disposition and a heightened motivation inherently ensue [27,28]. In alignment with this, the current study probes the dynamic interrelations between teaching practices and student learning outcomes in a sample of thirteen Taiwanese primary schools. It integrates insights from Krashen’s [31] input hypothesis and Frawley’s and Lantolf’s [32] theories on social learning mechanisms, along with Dörnyei’s [33] motivational constructs, to offer a framework for cultivating language competence. The intention of this study is to propose actionable strategies grounded in a comprehensive analysis of pedagogical effectiveness. By leveraging a combined methodological approach, the aim is to address and redress the observed disparities in English language teaching and to catalyze the progressive development of students’ linguistic capabilities within the primary educational environment of Taiwan.

2.2. Importance–Performance Analysis Approach

Introduced as a method for organizations to ascertain their products’ and services’ strengths and weaknesses, the importance–performance analysis (IPA) stands out as a robust analytical framework. It adeptly dissects the performance and critical attributes of offerings, providing organizations with actionable insights [7,13,14,15]. Employing a two-dimensional matrix, IPA contrasts the pros and cons of these offerings, steering enterprises toward strategic enhancements that underpin competitive advantages [13,14]. The literature on the use of IPA as a diagnostic tool within the realm of educational management and English language teaching is nascent. Chuang’s et al. [34] research, for example, assessed the service quality offered to tourists in Taiwan, revealing that employee English communication proficiency requires urgent enhancement, as denoted by its placement in the “Concentrate Here” quadrant [35]. In contrast, the exemplary execution of domestic security, value pricing, transportation accessibility, and airport English services secured their position in the “Keep up the Good Work” quadrant. Additionally, Wang and Tseng [36] employed IPA to capture international students’ perspectives on service importance in academia, noting that campus security was a pivotal factor in selecting an institution. However, language barriers pointed to the need for improved narrative teaching methods and feedback mechanisms [37,38,39], which fell within the critical area for immediate educational enhancements [36]. Echoing Sembiring et al. [14], Cladera [13] affirmed that IPA sheds light on customer perspectives, facilitating the alignment of service performance with its perceived importance. By mapping satisfaction against importance, IPA informs strategic decisions, distinguishing between services that yield sustainable customer satisfaction and those identified as requiring prompt attention for improvement [13,14].

2.3. The Kano Model

In conventional one-dimensional quality model, the better that products are delivered and services are provided, the more satisfaction the customer will receive. Conversely, the value of satisfaction does not reach its standard; a poor performance will reduce the satisfaction of customers [7,40,41]. However, in the concept of the two-dimensional model, while customers may assign within the parameters of what is considered adequate concerning both the condition of products and quality of services provided by enterprises, they may not yet be able to feel pleased; on the contrary, this creates either the dissatisfaction or indifference of customers. Thus, for this reason, the Kano model introduced the two-dimensional theory according to the two-factor theory proposed by Frederick Herzberg [8,40]. The reason that the Kano model introduced the concept behind the two-dimensional quality model was mainly for the sake of eliminating the inaccuracies brought about by the elements of a model with a singular dimension. To progress further on the points mentioned above, the Kano model introduced five distinct quality factors shown as follows [7,8,40].
Attractive quality element: Should any of the service quality attributes ascribe to the attractive quality element, this constitutes customer satisfaction as the result of a deemed sufficient service quality condition. On the contrary, should an insufficient condition of service quality occur in this same situation, presumably no change in the degree of customer satisfaction or dissatisfaction is experienced.
One-dimensional quality element: Should the service quality attributes ascribe to the one-dimensional quality element, this constitutes customer satisfaction as the result of a deemed sufficient service quality condition. On the contrary, should an insufficient condition of service quality occur in this same situation, customer dissatisfaction presumably takes place.
Must-be quality element: Should the service quality attributes ascribe to the must-be quality element, this constitutes customer presumptuousness and high expectations as the result of a deemed sufficient service quality condition. On the contrary, should an insufficient condition of service quality occur in this same situation, customer dissatisfaction is presumably experienced.
Indifferent quality element: Should the service quality attributes ascribe to the indifferent quality element, this constitutes a negative correlation between whether the condition of service quality is deemed either sufficient or deficient and a change in the degree of customer satisfaction or dissatisfaction experienced in this same situation.
Reverse quality element: Should the service quality attributes ascribe to the reverse quality element, this constitutes customer dissatisfaction as the result of certain services offered that are not well-received. On the contrary, should such services not be offered (or retracted), then customer satisfaction presumably takes place.

2.4. Three-Factor Theory

The Kano model categorizes service qualities within enterprises into five critical, two-dimensional factors [8]. The refined Kano model further simplifies this by identifying three main service quality factors. These factors are as follows: Basic factors, which correspond to the must-be service quality in the Kano model; excitement factors, which align with the attractive service quality in the Kano model; and performance factors, which relate to one-dimensional service quality in the Kano model. This refined categorization allows for a more streamlined and focused analysis of service quality attributes. Despite the variation among terminologies coined by different researchers for each individual factor mentioned in the three-factor theory, the basic concepts and method for classification remain unchanged [10].
Basic factors: the lower the quality of products and services that shops provide, the more emphasis is made on the quality of products and services by customers. On the contrary, the higher the quality of products and service that a shop provides, the less emphasis is made on quality of products and services by customers; thus, the products and services from the customer’s perspective in this context are allocated to the basic factor attribute, demonstrating that customers take such products and services for granted due to an inherent expectation [14].
Excitement factors: the higher the level of excitement from products and services that a shop provides, the more satisfaction the customers experience; moreover, should such excitement not occur, no difference is shown in the degree of feeling satisfied [14].
Performance factors: the factors are entirely different when compared to those mentioned previously. Performance factor in service quality experienced by customers ascribes to a symmetric linear relationship. Therefore, based on this the theory, practitioners and researchers are expected to pinpoint the deficiencies in services offered to customers and to further offer insights into coping with those items regarded as being a priority to be improved [6,7]. Additionally, Deng et al. [10] suggested that Kano’s three-factor analysis, which integrates the concepts of independent variables with that of natural logarithm and partial correlation with the two-dummy factor is capable of precisely categorizing the varying contributions of quality attributes [10]. Moreover, Shahin and Shahiverdi [42] argued that utilizing a natural logarithm to conduct independent various regression can increase the level of accuracy in data analysis [42].

3. Research Methodology

This article employs two diagnostic methods to identify students’ deficiencies in English learning and propose targeted improvement strategies, addressing research questions 1 (RQ1) and 2 (RQ2). By utilizing IPA and the refined Kano model, the study focuses on diagnosing specific areas where students struggle and developing practical solutions. Unlike studies aimed at hypothesis testing for inferential analysis, this research prioritizes actionable insights and real-world applications to enhance English language instruction effectively.

3.1. Data Collection

Data collection for this study utilized the cluster random sampling technique, which is effective for representing populations due to the natural grouping of subjects, as observed in Taiwanese elementary schools in Chunghwa County [43]. Penelitian ini dilakukan pada Heren Elementary school (和仁國小) at Chunghwa. In alignment with Burmeister’s and Aitken’s [44] recommendations on sample size and Madzik’s [45] considerations regarding survey constructs, the target sample size was established [44,45]. The survey, comprising twenty items, is detailed in Table A1 in Appendix A. Out of five-hundred distributed questionnaires, fifty-seven were discarded post-validation, resulting in four-hundred and forty-three valid responses (n = 443), achieving an effective response rate of eighty-eight percent. This quantity is deemed sufficient for the scope of the study.
The study also gathered demographic data from participants, including class grade, gender, and age. The gender distribution among the schoolchildren showed boys represented 54.10 percent and girls 45.90 percent. Focusing on latter-grade students, vital for assessing English learning enhancement, fifth graders comprised 31.7 percent of the sample, while sixth graders constituted a majority at 68.30 percent. For data analysis, SPSS version 23.0 and Microsoft Excel 2019 were employed to scrutinize the valid questionnaires (n = 443).
The analysis is segmented into three distinct parts. The first assesses internal validity, guided by Hair et al.’s [46] rule of thumb that Cronbach’s alpha for each factor should range between 0.6 and 0.7 to be considered acceptable [46,47]. The second part employs the importance–performance analysis (IPA) to pinpoint attributes that need priority improvement in instructional quality, based on the perceptions of latter-grade students enrolled in English classes [6,15]. Lastly, the study utilizes the revised Kano model’s two-dimensional service quality framework to identify shortcomings of English instructions and to formulate enhancements for teaching strategies and instruction quality [39]. This approach, reinforced by Deng et al.’s [10] methodology, classifies service quality attributes by identifying and confirming the essential characteristics of two-dimensional service qualities [10].

3.2. The Process of Importance–Performance Analysis

The primary objective of this study is to assess the effectiveness of English learning through the application of the importance–performance analysis (IPA) tool. This technique, renowned for its precision, is widely applied in market analysis to scrutinize internal and external business management strategies [7,15]. The two-dimensional application of the IPA is particularly noted for its ability to diagnose the performance of a company’s products and services. Furthermore, the two-dimensional service quality matrix facilitates the consolidation of data interpretation, pinpointing with precision the strengths that lead to customer satisfaction and the weaknesses that grant competitive advantages to rivals.
Customers’ perceptions of importance concerning products and services are quantified via the IPA’s two-dimensional factors, which include the X-axis (importance index) and the Y-axis (satisfaction index). These dimensions are instrumental in the allocation of the four quadrants, delineating the priorities for each attribute targeted for improvement. The study aims to establish the mean average of the X and Y axes to create a central point, subsequently generating the four quadrants as depicted in Figure 1.
Each of the four quadrants encapsulates unique elements. The first quadrant (“Keep up the good work”) signifies that learners consider the instructional strategies applied in the classroom as important, and they are satisfied with the teachers’ performance in English instruction, highlighting the primary strengths of the pedagogy. The second quadrant (“Possible Overkill”) reflects attributes of low importance that may result in an unnecessary surplus of educational resources, which students might find excessive and not essential. Should the provision of educational resources be ample, these attributes are deemed as maintaining current teaching practices. Conversely, if resources are lacking, these areas should be prioritized for enhancement to prevent waste. The third quadrant (“Low Priority”) indicates that students consider certain attributes to be of low importance and are also dissatisfied with their execution, suggesting that these may be less critical to the learning process. Finally, the fourth quadrant (“Concentrate Here”) identifies attributes that require urgent improvement due to their perceived importance by students and the significant potential for enhanced learning outcomes.
This study’s objective is to identify and address gaps in English learning that undermine effective student motivation. By providing actionable recommendations, the study aims to facilitate improvements wherever possible. The central point, derived from the mean average of item scores, will serve as a guide for interpreting the quadrants related to English learning efficacy, as outlined in Figure 1.
In this educational inquiry, the effectiveness of English instruction is evaluated through the analytical prism of the five two-dimensional critical factors, employing a “Partial Correlation of Two dummy” analysis as advocated by X. Wu et al. [48] and Albayrak [49]. This method applies partial correlation to two dummy variables in conjunction with their natural logarithms, following the theoretical underpinnings of logarithmic variable processing to appropriately classify elements within the three-factor theory framework. Originally introduced by Deng et al. [10] to examine service quality attributes in internet banking, this innovative approach elucidates the intricate interplay between categorical (dependent) and continuous (independent) variables, facilitating a robust correlative analysis that substantiates the alignment of primary continuous variables with their associated categories. Post-analytical processing, English instruction attributes are systematically segregated into basic, excitement, and performance factors according to the “Three-factor theory”, a schema consistent with existing educational research [10,48,49]. This integrated methodology culminates in a prescriptive five-step protocol, designed to strategically enhance English instruction by leveraging the synthesized insights from the analysis.
Step one: Create two dummy variables, including dummy 1 (increasing satisfaction of performance factor-β1) and dummy 2 (decreasing satisfaction of performance factor-β2), with each attribute classified via a three-point scale based on the Likert’s scale to enhance the accuracy of the data analysis, which is the common scale to determine the perspective of respondents [47]. The classification of two-dummy English instruction performance is shown on Table 1.
Step two: The analysis tools consisting of SPSS 23.0 and Microsoft Excel 2019 are utilized in the process of extrapolating the numerical values from the two natural logarithmic dummies (dummy 1 and dummy 2). After all the data are measured once more and reevaluated, the whole of partial correlation degrees of student satisfaction is categorized into two dummies (β1 and β2).
Step three: According to the method of categorization for two-dimensional quality attributes of Kuo et al. [50] and Madzik [45], all quality attributes are classified according to the ramifications of one specific quality factor—either the basic factor, excitement factor, or performance factor—via a co-efficient basis accounting for the level of significance (p-value < 0.05) exhibited by the two dummies (β1 and β2), which are able to elaborate on the co-efficiency of two-dummy natural logarithms and the sense of satisfaction among learners. Moreover, this study outlines the procedure for the categorization of statistical combinations of two-dummy factors into appointed quality attributes according to the significance of each coefficient within each dummy level [45,50].
Basic factor (BF): Dummy 1 (β1) of partial correlation coefficients for English instruction quality service attributes is less than the significant level (p-value > 0.05). However, dummy 2 (β2) meets the standard for significance (p-value < 0.05). Therefore, the basic factor corresponds to the attractive quality element.
Excitement factor (EF): Dummy 1 (β1) of partial correlation coefficients for English instruction quality service attributes is significant (p-value < 0.05); however, dummy 2 (β2) does not reach the standard for significance (p-value > 0.05), so therefore is the item corresponding to must-be quality element.
Performance factor (PF): Dummy 1 (β1) of partial correlation coefficients for English instruction quality service attributes is significant; similarly, dummy 2 (β2) also reaches the standard for significance. The performance factor corresponds to the one-dimensional quality element.
Indifference factor (IF): Dummy 1 (β1) of partial correlation coefficients for English instruction quality service attributes is non-significant (p-value > 0.05); similarly, dummy 2 (β2) also does not reach the standard for significance (p-value > 0.05). Hence, the indifference factor corresponds to the indifferent quality element.
Step four: In terms of the mean average of β1 (dummy 1)—(X axis) and β2 (dummy 2)—(Y axis) introduced by Madzík [45], the matrix coefficient of English instruction quality satisfaction and the central shaft are formed accordingly [47].
Step five: After plotting each item from the effectiveness of improving the English instruction index matrix (also referred to as a customer satisfaction index matrix according to the means measured), the items falling into the second quadrant—for instance, partial-correlation β1 (customer satisfaction increment index: CSII) and partial correlation β2 (customer dissatisfaction decrement index: CDDI)—belong to prioritized improvements in quadrant II, as shown in Figure 2. In other words, when English teaching increases the student satisfaction coefficient (β1) (a greater positive value) and English teaching decreases the high value of the student dissatisfaction coefficient (β2) (negative value is smaller), considerable resources must be used at the same time.

4. Analysis of Results

4.1. The Results of Validity and Reliability

Evaluating the effectiveness of English instruction through a twenty-item survey—encompassing both expectation (importance) and actual feelings (satisfaction)—the study reveals that the Cronbach’s alpha coefficient for the importance of English instruction effectiveness stands at 0.843. Additionally, the Cronbach’s alpha coefficient for satisfaction of English instruction effectiveness is reported at 0.890. To ascertain a composite reliability index, the study synergizes these two factors (importance and satisfaction), yielding a combined Cronbach’s alpha coefficient of 0.916. According to Hair et al. [46], the Cronbach’s alpha coefficient should generally fall between 0.6 and 0.7 to be deemed acceptable. Given that the coefficient in this study reaches a maximal value of 0.916, it surpasses the threshold for internal consistency, thereby endorsing the reliability of the survey and reinforcing the study’s validity, as delineated in Table 2.

4.2. The Results of the IPA Approach

Data analysis (n = 443) reveals that the aggregate score for expectations, or “importance” (pertaining to the quality of English learning strategies currently implemented in the classroom), is calculated at 3.86. This score suggests that the overall perception of these strategies lies between the average and the important threshold. Additionally, the cumulative score for actual feelings, or “satisfaction” (reflecting the current quality of English instruction), registers at 3.62, placing the general sentiment in the range of average to satisfactory. To establish the two-dimensional attributes matrix necessary for prioritizing improvements in English instruction (depicted in Figure 3 and Table 3), a sequence of three analytical steps was executed.
As a result, among the twenty items surveyed, those classified within quadrant I (“Keep up the good work”) include Q1, Q2, Q4, Q5, Q10, Q11, and Q14. The items allocated to quadrant II (“Possible overkill”) include Q6, Q7, Q9, Q13, and Q18. The items ascribed to quadrant III (“Low priority”) are Q3, Q8, Q12, Q17, Q19, and Q20. Notably, items positioned in quadrant IV (“Concentrate here”), which received high importance scores, are Q15 and Q16. These two items, namely Q15 and Q16, are designated as critical attributes requiring prioritized enhancement to elevate instructional quality, indicating they should be flagged as urgent issues for improvement.
This section applies the revised Kano model using the “natural logarithmic two-virtual-factor partial correlation analysis method” [10] to identify which items need improvement. According to the three-factor theory, this method categorizes the 20 items into their respective factors.

4.3. Classifying Two-Dimensional English Instruction Quality Attributes

To identify each quality attribute, the study references the theory of “partial correlation analysis with natural, logarithmic two-dummy variables” proposed by Deng et al. [10] in order to analyze the 20 questionnaire items pertaining to English instruction so that every item may be identified and classified to its attribute according to β1 and β2.
In the context of this study, β1 is designated as the student satisfaction increment index (SSII), indicated by a positive sign (+). The implications of SSII are such that a higher coefficient value signals a need for an increase in educational resources to enhance student satisfaction with English learning strategies within the classroom. Conversely, β2 is defined as the student dissatisfaction decrement index (SDDI), denoted by a negative sign (−). The consequences of a higher SDDI coefficient suggest the necessity for additional educational resources aimed at reducing student dissatisfaction with ineffective English learning strategies.
In the attribute identification process, an attribute is categorized as a basic factor, represented by “B” in the study, if the partial correlation coefficient, β1, for the quality of English instruction is below the threshold of significance (p-value > 0.05), yet β2 is significant (p-value < 0.05). If β1 is significant (p-value < 0.05) and β2 is not (p-value > 0.05), the attribute is classified as an excitement factor with the designation “E.” Should both β1 and β2 be significant (p-value < 0.05), the attribute is deemed a performance factor, indicated by “P.” Conversely, if neither β1 nor β2 is significant (p-value > 0.05), the attribute falls into the category of an indifference factor, denoted by “I.” The classifications of all 20 items’ attributes are delineated in Table 4.
This study presumes that adequate English teaching resources correlate with increased student satisfaction. Insufficient resources, however, are likely to elicit student dissatisfaction, aligning with the Kano model’s one-dimensional quality perspective. Upon classifying the English instruction quality attributes through two-dummy variable analysis, the central axis of the student satisfaction matrix was established using β1 (SSII, X-axis at 0.906) and β2 (SDDI, Y-axis at −0.702), as illustrated in Figure 4.
The “natural logarithmic two-virtual-factor partial correlation analysis method” proposed in this study can replace the “Kano two-dimensional quality attribute classification method” to classify the two-dimensional quality characteristics of English quality attributes. The purpose is to use the three-factor theory to assign items to their respective factors (as shown in Table 4) and to establish the satisfaction of English instruction quality matrix (as shown in Figure 4). From the results obtained, it is noted that items Q11 and Q18 fall within the second quadrant. Consequently, it is recommended that educational authorities prioritize enhancing the resources pertaining to these particular items. The goal is to elevate the index that measures student satisfaction with the English instruction strategies employed by teachers, and concurrently, to lower the index related to student dissatisfaction. By addressing these focal points, the quality of English instruction and the motivational levels of students are expected to improve significantly.

5. Discussion

The first research question involves identifying missing items in English learning at Taiwanese primary schools. The authors employed both the IPA technique and the revised Kano model simultaneously to pinpoint significant issues that need prioritization and improvement. As a result, four critical items were identified: item 15 (the teaching method of cooperative learning, for example leveling and peer-assisting learning should be implemented), item 16 (do you think the learning attitudes of students, for instance, introversion, attentiveness, and teacher–student interaction, are important?), item 11 (the English teacher is supposed to design relevant games according to the lesson), and item 18 (the examination questions should be formulated according to the teaching material that students have learned). These items were verified through psychometric validity using Cronbach’s alpha, ensuring their reliability. They represent common challenges in improving students’ English learning. The analysis of the questionnaire data, combined with these diagnostic methods, highlights the necessity of addressing these issues. Additionally, the qualitative relationships between these items suggest coherent pedagogical solutions, enabling targeted and effective improvements in English instruction. Several suggestions related to these items are provided below.
Firstly, according to the results analyzed by the IPA tool, item 15 (the teaching method of cooperative learning, for example leveling and peer-assisting learning should be implemented) falls into the fourth quadrant (otherwise known as the prioritized improvements of English instruction qualities). Liaw et al. [51] argued that the teaching strategy of peer-assisting learning style is able to increase effective learning among students. Meanwhile, Box and Little [52] have contended that the pedagogy of cooperative learning is able to directly and positively influence learners in building up the concept of forming self-knowledge [53]. In line with this, in order to improve the issue of the current capability gap in English ability among students, the study recommends that English teachers instruct in accordance with the English abilities of students prior to the initiation of teaching them in order to carry out the strategy of group project instruction. Additionally, it is necessary for teachers to provide after-school tutoring and help from higher-achieving classmates. Teachers should inform students about their learning styles and provide them with a detailed description of the responsibilities of high-achieving students who will assist those with lower English abilities. If a student has learning difficulties, they can immediately seek help from their higher-achieving classmates, which should improve their learning effectiveness in the long run.
Secondly, item 16 (do you think the learning attitudes of students—for instance introversion, attentiveness, and teacher–student interaction—are important?) is identified as a critical educational issue. According to this educational deficiency, the study suggests that an effective teacher must employ strategies that foster students’ positive identities as bilinguals, rather than solely focusing on discipline. Teachers should encourage a supportive learning environment that enhances student motivation and engagement in studying English. Dreikurs and Grey [54] identify various causes of misbehavior, such as attention-seeking, power contests, revenge, and displaying inadequacy. To protect students’ rights to education and to offer a conducive learning environment, it is essential for teachers to address behavioral issues by promoting positive student identities and motivating them to embrace bilingualism. This approach will help manage misbehavior while fostering a positive and motivating classroom atmosphere [6,38,53,54].
Furthermore, according to the results of an effective improvement of teaching quality attributes based on the revised Kano model, item 11 (the English teacher is supposed to design relevant games according to the lesson) falls into the second quadrant, signifying that the current educational authorities in primary schools should focus more effort on providing better educational resources. This improvement is necessary to address the deficiencies in current English education that significantly discourage positive learning motivation in students. The revised Kano model [10] aims to find out the attributes of learning English that highly increase students’ learning satisfaction (β1) and highly reduce students’ learning dissatisfaction (β2), which are the most beneficial. Therefore, it is necessary for teachers to design interesting games related to English learning to attract students to integrate into learning English. According to the results, owing to the fact that most of the English teachers in primary schools have been subject to limitations of time, such as needing to adhere to English teaching schedules and guidelines for creating weekly progress reports, the design of relevant English games and exercises ultimately ends up being neglected more often than not. Therefore, the study suggests that, at the end of the class, English teachers design some course-relevant English games to be incorporated into the process of teaching if time is permitted, because, arguably, this not only tends to enable the improvement of learning motivation among students, but also impacts them insofar that they are more likely to both assertively and actively take part in English learning. According to the evidence discovered in previous research, age, learning motivation among different genders, personalities, learning approaches, and learning strategies exhibited by students are all factors reputed to have a significant influence on the result of learning [6,20,21]. Aside from that, Li et al. [53] in their study also highlighted that the moment multimedia English learning is being made good use of in class, it is able to enhance learners’ willingness to learn English together with grappling with a phonemic awareness of English. According to Li et al. [53], multimedia English learning applications have effects on the classroom, provided that teachers must carefully select multimedia English learning videos in order to assist teachers in their teaching needs. To further motivate students to observe media in English outside the classroom, teachers can recommend engaging multimedia content that students can explore independently. This approach allows students to practice English in a fun and interactive way, without requiring extensive additional planning from teachers.
Finally, in terms of item 18 (the examination questions should be formulated according to the teaching material that students have learned), which also falls into the second quadrant, relevant authorities should expand educational resources to increase student satisfaction and reduce dissatisfaction with English teaching. The revised Kano model [10] identifies attributes that increase learning satisfaction (β1) and reduce dissatisfaction (β2). This underscores the need to expand resources to improve teaching quality and student satisfaction. However, from the results shown in the study, a majority of the English teachers in the region of Chunghwa County most likely adopt the typical and conventional approaches of testing and assessment as means to both measure the English abilities of students as well as evaluate and determine the amount of course-relevant English knowledge they have obtained following the process of English learning in a classroom setting.
Evaluating learning effectiveness through test scores is one of the methods generally recognized by teachers. As for those students who are slow in learning, it is recommended to establish an after-school tutoring approach and provide assistance to primary-school teachers in the class so that they can gradually catch up with the learning progress in the class.
The primary reason why most teachers prefer to implement assessments over adopting alternative methods of evaluation for measuring the learning abilities of learners is probably due to the fact that the approach of testing has been argued to be the most convenient and fastest way to comprehend the current learning situation of learners; moreover, assessments can provide teachers with a complete understanding of whether or not learners are familiar with the knowledge they have gained in class. Generally, teachers are very cautious when designing English test questions to test learning effectiveness and make appropriate adjustments to their teaching methods based on students’ answering of conditions. As for educators who do not have strong abilities in psychometrics, it is recommended that they seek help from experienced teachers and slowly adjust to normalcy. This collaborative approach can help ensure that the validity of their measures is confirmed, thereby improving the overall effectiveness of assessments. However, conventional assessments may not provide a complete understanding of knowledge for many learners, especially those who are less motivated. Project-based learning is a current trend in language class assessments. This approach offers students greater meaning regarding their work and allows them to exhibit holistic knowledge that may not be observed through traditional tests. Notably, according to the testing results, teachers can precisely pinpoint the strengths and weaknesses of each subject that students study [53]. Hence, the study suggests that, in the future, English learning content and the relevant English knowledge that students have learned in class should be incorporated into testing assessments while teachers are setting and formulating questions. Moreover, after being drafted, the testing content of each English question should be checked repetitively to meet the standards of internal validity and reliability.
The applicability of these findings to a broader context of English as a foreign language (EFL) emphasizes the significance of customized instructional strategies and the allocation of appropriate resources. Concentrating on the identified critical areas allows educators to substantially improve the quality of English instruction. Future research should investigate the long-term effects of these strategies on student outcomes across various educational environments. Moreover, incorporating technology and multimedia resources into English instruction can further enhance student engagement and learning effectiveness, as noted by Li et al. [53]. This comprehensive approach ensures that the educational interventions are both practical and scalable, thus benefiting a wide spectrum of EFL learners.

6. Conclusions

This article has proposed the hybrid approach of combining the IPA technique and the revised Kano model. The complementarity of these two approaches has helped to solve the research objectives. This study analyzed Taiwanese students’ cognition regarding the perceived importance of teaching strategies and satisfaction of teaching quality among teachers to identify the “the attributes for the prioritized improvement of instruction quality”, in addition to combining the “effective teaching improvement quality attributes” and “the attributes for the prioritized improvement of instruction quality”. Consequently, four essential items in English learning that need to improve have been identified. Furthermore, the study proposes some recommendations about learning strategies to improve the flaws in English education and enhance and facilitate students’ English learning motivation. The research results may assist in drafting revised English teaching strategies and providing practical suggestions that adequately address deficiencies and improve the application of English education in Taiwanese primary schools.

Author Contributions

Conceptualization, K.-C.C. and Y.-M.H.; methodology, K.-C.C. and A.D.K.S.; software, K.-C.C., and Y.-M.H.; validation, K.-C.C., Y.-M.H. and A.D.K.S.; formal analysis, K.-C.C..; investigation, K.-C.C. and Y.-M.H.; resources, Y.-M.H.; data curation, Y.-M.H. and A.D.K.S.; writing—original draft preparation, K.-C.C. and A.D.K.S.; writing—review and editing, K.-C.C., Y.-M.H., and A.D.K.S.; visualization, A.D.K.S.; supervision, K.-C.C.; project administration, K.-C.C. All authors have read and agreed to the published version of the manuscript.

Funding

This research received no external funding.

Institutional Review Board Statement

Not applicable.

Informed Consent Statement

Not applicable.

Data Availability Statement

The raw data supporting the conclusions of this article will be made available by the authors on request.

Conflicts of Interest

The authors declare no conflict of interest.

Appendix A

Table A1. Questionnaire of satisfaction (actual feelings) and expectation (importance).
Table A1. Questionnaire of satisfaction (actual feelings) and expectation (importance).
ItemsContents
1English teachers should explicitly clarify the learning target prior to teaching.
2English teachers will actively demonstrate their concern for the learning problems that students encounter and assist in solving them.
3When English grades are becoming worse, English teachers should provide their students with extra practice.
4English teachers will adjust their teaching strategies and approaches according to the learning situation of the students.
5Do you think having a good learning environment and teaching facilities—e.g., classroom decorations, microphones, classroom lighting, ventilation, quietness, and so on—are of importance?
6In class, English teachers are able to use teaching aids, such as e-books, flashcards, and so on, to the fullest extent.
7Multimedia-assisted teaching tools—e.g., videos, PPT, and so on—are adopted in class.
8Interactive teaching methods—having a chance to talk with both teachers and peers in English—should be adopted in class.
9English teachers should provide their students the chance to answer individually either aurally or by writing down their answers on the classroom blackboard.
10In class, English teachers will lead students to read articles word by word from their textbooks.
11The English teacher is supposed to design relevant games according to the lesson.
12Learning rewards—such as the collection of learning points and granting of extra points—should be adopted in class.
13English experimental programs—such as English song contests, English adventure activities, English drama contests, and so on—should be adopted.
14Is it important to take notes in the English class?
15The teaching method of cooperative learning—for example, leveling and peer-assisted learning—should be implemented.
16Do you think the learning attitudes of students—for instance, introversion, attentiveness, and teacher–student interaction—are important?
17English teachers should provide their students many more English exercises or assignments.
18The examination questions should be formulated according to the teaching material that students have learned.
19Is it important to increase the number of quizzes in a curriculum?
20Is it necessary to receive extracurricular English education, such as attending cram school, outside of normal schooling?

References

  1. Bongaarts, J.; Mensch, B.S.; Blanc, A.K. Trends in the age at reproductive transitions in the developing world: The role of education. Popul. Stud. 2017, 71, 139–154. [Google Scholar] [CrossRef] [PubMed]
  2. Ku, G.C.M.; Shang, I.W. Using the integrated kano–RIPA model to explore teaching quality of physical education programs in Taiwan. Int. J. Environ. Res. Public Health 2020, 17, 3954. [Google Scholar] [CrossRef] [PubMed]
  3. Chu, S.Y. Culturally responsive teaching efficacy in inclusive education at Taiwanese preschools. Asia-Pac. J. Teach. Educ. 2022, 50, 97–114. [Google Scholar] [CrossRef]
  4. Wu, L.Y.; Lau, K. Language education policy in Taiwan. In The Routledge International Handbook of Language Education Policy in Asia; Routledge: London, UK, 2019; pp. 151–161. [Google Scholar]
  5. Yu-Hui, T. M-Shaped Bimodal Distribution? The Effectiveness Evaluation of English Learning in Primary Schools. Taiwan Educ. 2008, 1–18. [Google Scholar]
  6. Yang, T.; Mok, Q.; Lai, I.K.W.; Ng, K.K.; Luk, L. Research on the Satisfaction of Kid’s English Education Application Based on Importance-Performance Analysis (IPA). In Proceedings of the 2020 International Symposium on Educational Technology (ISET), Bangkok, Thailand, 24–27 August 2020; pp. 206–209. [Google Scholar]
  7. Bae, J.H.; Shin, H.Y. A Study on the Factor of Satisfaction or Dissatisfaction of e-Learning Using Kano Model and Timko’s Customer Satisfaction coefficients. J. Korea Converg. Soc. 2019, 10, 325–333. [Google Scholar]
  8. Kano, N.; Seraku, N.; Takahashi, F.; Tsuji, S. Attractive Quality and Must-Be Quality. Sci. Inf. Database 1984. [Google Scholar]
  9. Shahin, A.; Pourhamidi, M.; Antony, J.; Hyun Park, S. Typology of Kano models: A critical review of literature and proposition of a revised model. Int. J. Qual. Reliab. Manag. 2013, 30, 341–358. [Google Scholar] [CrossRef]
  10. Deng, W.J.; Kuo, Y.F.; Chen, W.C. Revised importance–performance analysis: Three-factor theory and benchmarking. Serv. Ind. J. 2008, 28, 37–51. [Google Scholar] [CrossRef]
  11. Martilla, J.A.; James, J.C. Importance-performance analysis. J. Mark. 1977, 41, 77–79. [Google Scholar] [CrossRef]
  12. Setiawati, C.I.; Maulana, A. Analysis of academic stakeholders’ satisfaction on green campus implementation in Telkom University using importance performance analysis approach. Int. J. Learn. Change 2021, 13, 237–254. [Google Scholar] [CrossRef]
  13. Cladera, M. An application of importance-performance analysis to students’ evaluation of teaching. Educ. Assess. Eval. Account. 2021, 33, 701–715. [Google Scholar] [CrossRef]
  14. Sembiring, P.; Sembiring, S.; Tarigan, G.; Sembiring, O.D. Analysis of student satisfaction in the process of teaching and learning using importance performance analysis. J. Phys. Conf. Ser. 2017, 930, 012039. [Google Scholar] [CrossRef]
  15. Jusuf, H.; Rahman, M.A.; Dollah, S. English Language Needs Analysis in Developing Content-Based Instruction of Islamic Banking Students. Solid State Technol. 2021, 64, 2960–2985. [Google Scholar]
  16. Wu, T.H.; Weng, S.J.; Pan, R.B.; Kim, S.H.; Gotcher, D.; Tsai, Y.T. Exploring service quality combining Kano model and importance-performance analysis-customer satisfaction of luxury housing service management. Int. J. Serv. Econ. Manag. 2020, 11, 71–95. [Google Scholar] [CrossRef]
  17. Li, S.; Xiao, Q. Classification and improvement strategy for design features of mobile tourist guide application: A Kano-IPA approach. Mob. Inf. Syst. 2020, 1–9. [Google Scholar] [CrossRef]
  18. Hu, K.C.; Chia, K.C.; Lu, M.; Liang, Y.L. Using importance–performance analysis, goal difficulty and the Kano model to prioritize improvements in the quality of home delivery logistics services. Int. J. Logist. Manag. 2022, 33, 477–498. [Google Scholar] [CrossRef]
  19. Xi, L.; Zhang, H.; Li, S.; Cheng, J. Integrating fuzzy Kano model and fuzzy importance–performance analysis to analyse the attractive factors of new products. Int. J. Distrib. Sens. Netw. 2020, 16, 1550147720920222. [Google Scholar] [CrossRef]
  20. Jou, R.C.; Day, Y.J. Application of revised importance–performance analysis to investigate critical service quality of hotel online booking. Sustainability 2021, 13, 2043. [Google Scholar] [CrossRef]
  21. Roy, A.S.; Bose, D.; Bera, U.K. Assessment of residential institute foodservice using Kano categorization and importance–performance analysis. TQM J. 2020, 32, 401–428. [Google Scholar] [CrossRef]
  22. Jiang, X.; Zhang, J.; Yang, C.; Wan, R. Evaluating the service quality of insular and coastal recreational fisheries by integration of the SERVQUAL-fuzzy Kano model and importance-performance analysis. Ocean Coast. Manag. 2023, 243, 106753. [Google Scholar] [CrossRef]
  23. Barrios-Ipenza, R.; Calvo-Mora, A.; Roldán, J.L.; Ayala, R.M. Quality assessment of graduate services: Kano model application to a Peruvian university. Qual. High. Educ. 2024, 1–22. [Google Scholar] [CrossRef]
  24. Tejero-Dakay, I.; Lozano, L.; Ferolin, R. Enucleating the student support and services needs in higher education: The application of Kano analysis as a strategic tool. Int. J. Educ. Manag. 2024, 38, 711–729. [Google Scholar] [CrossRef]
  25. Sadeghi, K.; Richards, J.C. Teaching spoken English in Iran’s private language schools: Issues and options. Engl. Teach. Pract. Crit. 2015, 14, 210–234. [Google Scholar] [CrossRef]
  26. Sobeck, E.E.; Robertson, R.; Smith, J. The effects of didactic instruction and performance feedback on paraeducator implementation of behavior support strategies in inclusive settings. J. Spec. Educ. 2020, 53, 245–255. [Google Scholar] [CrossRef]
  27. Hosseini, M.S. Analyzing the effect of using meta-cognitive strategies on iranian EFL learners’ writing skill. J. Lang. Transl. 2021, 11, 199–219. [Google Scholar]
  28. Wijaya, D.; Winstin, E. Investigating Indonesian EFL learners’ knowledge and use of English causative constructions. Int. Rev. Appl. Linguist. Lang. Teach. 2023, 61, 361–386. [Google Scholar] [CrossRef]
  29. Chen, S.C. Language policy and practice in Taiwan in the early twenty-first century. In Language Diversity in the Sinophone World; Routledge: New York, NY, USA, 2020; pp. 122–141. [Google Scholar]
  30. Chen, F.; Kao, S.M.; Tsou, W. Toward ELF-informed bilingual education in Taiwan: Addressing incongruity between policy and practice. Engl. Lang. Teach. 2020, 44, 175–191. [Google Scholar] [CrossRef]
  31. Krashen, S. Principles and Practice in Second Language Acquisition; Pergamon Press Inc.: London, UK, 1982. [Google Scholar]
  32. Frawley, W.; Lantolf, J.P. Second language discourse: A Vygotskyan perspective. Appl. Linguist. 1985, 6, 19–44. [Google Scholar] [CrossRef]
  33. Dörnyei, Z. The motivational basis of language learning tasks. Individ. Differ. Instr. Lang. Learn. 2002, 2, 137–158. [Google Scholar]
  34. Chuang, Y.F.; Hwang, S.N.; Wong, J.Y.; Chen, C.D. The attractiveness of tourist night markets in Taiwan–a supply-side view. Int. J. Cult. Tour. Hosp. Res. 2014, 8, 333–344. [Google Scholar] [CrossRef]
  35. Chuang, Y.Y. English as a Global Language: Investigating Foreign Travelers’ Expectation and Satisfaction with Tourism and English Services in Taiwan. J. Natl. Huwei Univ. Sci. Technol. 2014, 32, 51–67. [Google Scholar]
  36. Wang, R.; Tseng, M.L. Evaluation of international student satisfaction using fuzzy importance-performance analysis. Procedia-Soc. Behav. Sci. 2011, 25, 438–446. [Google Scholar] [CrossRef]
  37. Kasper, M.; Uibu, K.; Mikk, J. Language teaching strategies’ impact on third-grade students’ reading outcomes and reading interest. Int. Electron. J. Elem. Educ. 2018, 10, 601–610. [Google Scholar] [CrossRef]
  38. Tavoosy, Y.; Jelveh, R. Language teaching strategies and techniques used to support students learning in a language other than their mother tongue. Int. J. Learn. Teach. 2019, 11, 77–88. [Google Scholar] [CrossRef]
  39. Fidyati, I.; Saifullah; Rizki, D. Teaching English International Lingua Franca (ELF) in ASEAN Economic Community Context: Teachers and Students Perspectives. In Proceedings of MICoMS 2017 (Emerald Reach Proceedings Series, Volume 1); Emerald Publishing Limited: Leeds, UK, 2018; pp. 127–133. [Google Scholar]
  40. Venkateswarlu, P.; Malaviya, S.; Vinay, M. Determinants of the satisfaction of students studying in private universities—Application of kano model. Theor. Econ. Lett. 2020, 10, 97948. [Google Scholar] [CrossRef]
  41. Vaez Shahrestani, H.; Shahin, A.; Teimouri, H.; Shaemi Barzoki, A. Revising the Kano model for designing an employee compensation system: Developing one-dimensional attributes. Total Qual. Manag. 2020, 32, 78–91. [Google Scholar] [CrossRef]
  42. Shahin, A.; Mohammadi Shahiverdi, S. Estimating customer lifetime value for new product development based on the Kano model with a case study in automobile industry. Benchmarking Int. J. 2015, 22, 857–873. [Google Scholar] [CrossRef]
  43. Jackson, S.L. Research Methods and Statistics. Wadsworth, Cengage Learning: Wadsworth, OH, USA.
  44. Burmeister, E.; Aitken, L.M. Sample size: How many is enough? Aust. Crit. Care 2012, 25, 271–274. [Google Scholar] [CrossRef] [PubMed]
  45. Madzík, P. Increasing accuracy of the Kano model—A case study. Total Qual. Manag. Bus. Excell. 2018, 29, 387–409. [Google Scholar] [CrossRef]
  46. Hair, J.F.; Black, W.C.; Babin, B.J.; Anderson, R.E. Multivariate Data Analysis, 7th ed.; Prentice Hall: Englewood Cliffs, NJ, USA, 2010. [Google Scholar]
  47. Do, M.H.; Huang, Y.F.; Do, T.N. The effect of total quality management-enabling factors on corporate social responsibility and business performance: Evidence from Vietnamese coffee firms. Benchmarking Int. J. 2021, 28, 1296–1318. [Google Scholar] [CrossRef]
  48. Wu, X.; Cao, J.; Huting, J. Using three-factor theory to identify improvement priorities for express and local bus services: An application of regression with dummy variables in the Twin Cities. Transp. Res. Part A Policy Pract. 2018, 113, 184–196. [Google Scholar] [CrossRef]
  49. Albayrak, T. The inclusion of competitor information in the three-factor theory of customer satisfaction. Int. J. Contemp. Hosp. Manag. 2019, 31, 1924–1936. [Google Scholar] [CrossRef]
  50. Kuo, Y.F.; Chen, J.Y.; Deng, W.J. IPA–Kano model: A new tool for categorising and diagnosing service quality attributes. Total Qual. Manag. Bus. Excell. 2012, 23, 731–748. [Google Scholar] [CrossRef]
  51. Liaw, S.S.; Chen, G.D.; Huang, H.M. Users’ attitudes toward Web-based collaborative learning systems for knowledge management. Comput. Educ. 2008, 50, 950–961. [Google Scholar] [CrossRef]
  52. Box, J.A.; Little, D.C. Cooperative small-group instruction combined with advanced organizers and their relationship to self-concept and social studies achievement of elementary school students. J. Instr. Psychol. 2003, 30, 285–288. [Google Scholar]
  53. Li, M.; Zhang, Q.; Yu, Z. Integrating educational games into college English learning. Educ. Res. Int. 2021, 2021, 6403034. [Google Scholar] [CrossRef]
  54. Dreikurs, R.; Grey, L.G. Logical Consequences: A New Approach to Discipline; Dutton: New York, NY, USA, 1968. [Google Scholar]
Education 14 00672 g001
Figure 1. Importance–performance analysis matrix.
Figure 1. Importance–performance analysis matrix.
Education 14 00672 g001
Education 14 00672 g002
Figure 2. Satisfaction of English instruction quality matrix.
Figure 2. Satisfaction of English instruction quality matrix.
Education 14 00672 g002
Education 14 00672 g003
Figure 3. English instruction quality importance–performance analysis matrix.
Figure 3. English instruction quality importance–performance analysis matrix.
Education 14 00672 g003
Education 14 00672 g004
Figure 4. Two-dimensional satisfaction of English instruction quality index matrix.
Figure 4. Two-dimensional satisfaction of English instruction quality index matrix.
Education 14 00672 g004
Table 1. Two-dummy English instructional performance.
Table 1. Two-dummy English instructional performance.
Educational PerformanceDummy 1
Increasing Educational Performance		Dummy 2
Decreasing Educational Performance
531
421
311
212
113
Table 2. Cronbach’s α (importance–performance index of English instruction quality).
Table 2. Cronbach’s α (importance–performance index of English instruction quality).
SubscaleItemCronbach’s α
Importance index
(Expectation)		20 Items0.843
Satisfaction index
(Actual feeling)		20 Items0.890
Overall index40 Items0.916
Table 3. English instruction quality importance–performance evaluation.
Table 3. English instruction quality importance–performance evaluation.
ItemsImportance (μX)Satisfaction (μY)Quadrant
13.883.81I
24.264.01I
33.703.45III
44.063.68I
54.843.67I
63.763.86II
73.823.86II
83.833.59III
93.843.74II
104.053.97I
113.953.76I
123.573.50III
133.813.82II
143.873.63I
153.953.55IV
164.143.18IV
173.583.44III
183.833.64II
193.002.97III
203.403.34III
Mean3.863.62
Table 4. Classification table of two-dummy English instruction quality attribute.
Table 4. Classification table of two-dummy English instruction quality attribute.
ItemsDummy 1 (β1)p-ValueDummy 2 (β2)p-ValueAttribute
10.931 **0.000−0.579 **0.000P
20.958 **0.000−0.554 **0.000P
30.897 **0.000−0.738 **0.000P
40.918 **0.000−0.689 **0.000P
50.911 **0.000−0.697 **0.000P
60.946 **0.000−0.587 **0.000P
70.943 **0.000−0.512 **0.000P
80.900 **0.000−0.706 **0.000P
90.924 **0.000−0.695 **0.000P
100.941 **0.000−0.695 **0.000P
110.912 **0.000−0.770 **0.000P
120.886 **0.000−0.750 **0.000P
130.923 **0.000−0.685 **0.000P
140.903 **0.000−0.727 **0.000P
150.899 **0.000−0.760 **0.000P
160.856 **0.000−0.810 **0.000P
170.882 **0.000−0.735 **0.000P
180.908 **0.000−0.701 **0.000P
190.807 **0.000−0.841 **0.000P
200.881 **0.000−0.812 **0.000P
Mean0.906 ** −0.702 **
Notes: **: p-value < 0.05.
Disclaimer/Publisher’s Note: The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of MDPI and/or the editor(s). MDPI and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content.

Share and Cite

MDPI and ACS Style

Chiou, K.-C.; Huang, Y.-M.; Silalahi, A.D.K. Employing the Performance Evaluation Method to Examine the Efficacy of English Language Instruction: Insights from Primary Educational Institutions in Taiwan. Educ. Sci. 2024, 14, 672. https://doi.org/10.3390/educsci14060672

AMA Style

Chiou K-C, Huang Y-M, Silalahi ADK. Employing the Performance Evaluation Method to Examine the Efficacy of English Language Instruction: Insights from Primary Educational Institutions in Taiwan. Education Sciences. 2024; 14(6):672. https://doi.org/10.3390/educsci14060672

Chicago/Turabian Style

Chiou, Kuo-Ching, Yu-Ming Huang, and Andri Dayarana K. Silalahi. 2024. "Employing the Performance Evaluation Method to Examine the Efficacy of English Language Instruction: Insights from Primary Educational Institutions in Taiwan" Education Sciences 14, no. 6: 672. https://doi.org/10.3390/educsci14060672

Note that from the first issue of 2016, this journal uses article numbers instead of page numbers. See further details here.

Article Metrics

Back to TopTop