外語溝通對企業發展與國家競爭力上具有舉足輕重的地位，加上全球化的趨勢，培養跨文化的溝通能力是非常重要的，本研究主旨在探討顧客持續學習滿意度影響因素之研究，是從顧客的角度來探討成人學習美日語是什麼因素讓顧客持續在同一個環境學習，因為學習滿意越高而忠誠度也越高，期盼提供成人外語補習班經營之參考。

本研究是採質性訪談法，以雲林縣斗六區地球村美日語中心的七位資深學員為訪談對象，受訪者性別分別是4女3男，年齡層20～60歲皆有，在地球村美日語年資分別是3年至15年來進行非結構式深入訪談，從聊天中讓受訪者在信任的前提下願意來分享內心世界，透過訪談紀錄之整理分析進而發現受訪者持續學習滿意度的影響因素而有更真實的發現。研究結果發現學習者本身的學習動機以學無止盡、夢想出國、成就感、喜愛語文、怕輸等更會影響持續學習滿意度，反而工作需要都是短期學習比較不會持續學習，另外師資以老師的教學技巧、知識專業性、老師親切性及師資多元化一種課程提供多位老師可以選擇也是影響持續學習滿意度的原因，最後是課程內容彈性選擇性多、美日語皆可以學也是影響顧客持續學習滿意度的原因。

Developing communication ability in foreign language is crucial for most of the industries and increasing Taiwan’s competitiveness. Due to globalization, being able to communicate with people from different culture plays a critical role in nowadays. This study mainly focused on the factors that affect customer continuous learning satisfaction. This paper examines the reasons that cause the adults would like learning English and Japanese language in the same environment for a long period of time from customers’ point of views. Since the higher the learning satisfaction leads to the higher the loyalty. The author expects that the findings of this study would provide adult learning foreign language centers as a management reference.

This investigation is carried out in Global Village Organization (GVO) in Dou-Liu city, Yunlin County. Qualitative research method is adopted in the research. The author conducted an in-depth unstructured interview with four females and three males senior learning members, aged from 20~60 years old, who have been learning language in GVO for 3~15 years. The information that collected from the interview allows the author to analyze the factors that affect the learners’ continuous learning satisfaction.

The result of this research shows that individual member’s self-motivation of learning English has a significance impact on continuous learning satisfaction, especially the factors of no end to learning, dreaming of going abroad, self-achievement, love learning languages and afraid of lose. Whereas learning language because of work requirement does not result in long term learning. Furthermore, the professionalism of teachers, including teaching techniques, friendliness of teachers, the diversity sources of teaching members and students are able to choose different teachers at the same level course, are also have critical influences on continuous learning satisfaction. Last but not the least is that the great flexibility and a variety choices for students to choose whether attending English or Japanese courses.

目錄

中文摘要 i

ABSTRACT ii

誌 謝 iii

目錄 iv

表目錄 vi

一、 緒論 1

1.1 研究背景 1

1.2 研究目的 2

二、 文獻探討 3

2.1 影響學習滿意度的因素 3

2.1.1 學習滿意度的定義 3

2.1.2 滿意度相關研究 4

2.2 影響忠誠度的因素 5

2.2.1 忠誠度的定義 5

2.2.2 忠誠度相關研究 6

三、 研究方法 8

3.1 研究設計 8

3.1.1 質性訪談的意義 9

3.1.2 質化訪談類型的選取：非結構式訪談 9

3.2 研究參與者 10

3.2.1 受訪者 10

3.2.2 研究者 11

3.3 研究工具 12

3.3.1 研究者與協同者 12

3.3.2 邀請簡訊 12

3.3.3 受訪者個人背景資料表 12

3.3.4 手機錄音 13

3.3.5 訪談規劃表 13

3.4 資料的處理與分析 14

3.4.1 資料的轉錄與編碼 14

3.4.2 資料的分析 14

四、 研究結果分析 15

4.1 顧客持續學習滿意度之影響因素 15

4.1.1 顧客持續學習滿意度之影響因素一：學員本身學習動機 15

4.1.2 顧客持續學習滿意度之影響因素二：老師的專業性 18

4.1.3 顧客持續學習滿意度之影響因素三：老師的親切性 21

4.1.4 顧客持續學習滿意度之影響因素四：課程彈性選擇性多 24

4.1.5 顧客持續學習滿意度之影響因素五：師資多元化 26

五、 結論與建議 29

5.1 研究結論 29

5.2 實務的意涵與建議 30

5.3 研究限制與後續建議 31

5.3.1 研究範圍限制 31

5.3.2 影響顧客持續學習滿意度與忠誠度因素 31

5.3.3 對後續研究之建議 31

參考文獻 32



表目錄

表1受訪者背景基本資料 11

表2受訪一覽表 11

表3七位學員本身學習動機分析表 15

表4老師的專業性 19

表5老師的親切性 22

表6課程彈性選擇性多 24

表7師資多元化 27

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