The Impact of Blended Learning on EFL Student Satisfaction and Retention: A Customer Satisfaction Model Approach

This study explores the effectiveness of blended learning on student satisfaction and retention in an intensive English language course at a Saudi Arabian college. Specifically, it investigates the relationships among student expectations, perceived performance, perceived quality, satisfaction, and retention in the context of a modified Customer Satisfaction Model (CSM). A quantitative research design was followed, in which data were collected through a structured questionnaire from 637 foundation-year students-365 males and 272 females undergoing the transition from Arabic-based secondary education to English-medium instruction college. The questionnaire measured important dimensions of platform usability, resource adequacy, and instructor support. Data analysis was done by applying Structural Equation Modeling (SEM) to test both direct and indirect relationships among the variables. Results have shown that perceived performance and quality significantly influence satisfaction, which appears as one of the strongest predictors of retention. Challenges in the online component decreased satisfaction, but this does not particularly relate to retention. These results once again underscore the importance of the design of the blended learning courses, the communication of expectations, and robust support systems if satisfaction and retention are to be maximized. Therefore, it is soon going to be interactive content, accessibility without barriers in online interaction, and providing regular structured feedback to present an effective, engaging blended-learning environment.