Factors Impacting Students’ Satisfaction with English Courses: A Case Study of a Secondary School in Mianyang, China

Background and Aim: This study investigates five key factors influencing student satisfaction with English courses in a secondary school in Mianyang, China—a representative city with a strong education system and ongoing reforms. Despite its importance, limited research exists on satisfaction determinants in Chinese secondary schools. Mianyang’s diverse student population and varied teaching practices offer a rich context for this exploration. By focusing on Mianyang, this study aims to address the gap in research on students’ satisfaction in secondary school English education in China. The findings from this study not only contribute to the local educational context but also provide insights for similar settings in other regions of China. Materials and Methods: Employing a mixed-methods research design, this study was conducted in three sequential phases: pre-intervention, intervention, and post-intervention. Structured surveys were administered to 84 participants. Multiple linear regression analysis examined the associations between independent and dependent variables. A 10-week intervention was subsequently implemented with a subset of 40 students, and its efficacy was evaluated using paired samples t-tests to compare pre- and post-intervention outcomes. Results: The MLR analysis identified five significant predictors (p<0.05), with Course Content Quality (β=0.290) and Instructor Performance (β=0.266) showing the strongest effects pattern reflecting China's exam-driven educational priorities. Our 10-week intervention achieved 12.7% average improvement in satisfaction metrics (p<0.05), most notably enhancing Instructor Competence (+9.5%, p=0.001) and Interaction Quality (+4.1%, p=0.030), demonstrating actionable pathways for pedagogical reform. Conclusions: This study underscores the critical role of Student-Instructor Interaction, Instructor’s Performance, Course Evaluation, Instructor Competence, and Course Content Quality in shaping students’ satisfaction with English courses. These findings both corroborate prior research and provide novel contributions to understanding the distinct dynamics characterizing China’s secondary EFL education context. These results have practical implications for educators and policymakers, advocating for targeted interventions to enhance teaching quality and student engagement.