Predictors of Learner Satisfaction in Video-Based ESP Assessment: A Factor-Analytic and Regression Study From Vietnam
DOI:
https://doi.org/10.17507/tpls.1608.27Keywords:
video-based assessment, ESP, learner satisfaction, skill developmentAbstract
This study employs exploratory factor analysis (EFA) and multiple regression analysis (MRA) to identify the key predictors of learner satisfaction with video-based assessment (VBA) in an English for Specific Purposes (ESP) context. Data were collected from 100 Public Relations students at a private university in Vietnam. Six constructs were examined: English skill gains, soft skill development, external motivation, internal motivation, perceived difficulties, and overall satisfaction. EFA confirmed the factorial validity of the instrument, while MRA revealed that only two factors exerted a statistically significant positive effect on satisfaction: soft skill improvement (β = 0.322, p < .05) and English language gains (β = 0.295, p < .05). Contrary to expectation, perceived difficulties and both motivational constructs showed no significant predictive effect. These findings suggest that skill acquisition — rather than motivational orientation or contextual challenge — is the primary driver of satisfaction in technology-mediated language assessment. Implications for ESP course design and digital assessment practice are discussed.
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