Key points are not available for this paper at this time.
Objectives This study aims to verify the effect of the perceived quality of Korean language teaching on learning satisfaction for international students learning Korean for academic purposes in Korea and to verify the mediating effect of learning commitment in this relationship. Methods A survey was distributed to 250 international students taking Korean language education at language schools and universities located in Seoul and Gyeongbuk Province, and factor analysis, correlation analysis, and multilinear regression analysis were performed on 247 valid sample data finally collected using SPSS 26.0. Results Among the levels of recognition of Korean language teaching quality, only the interaction quality had a significant positive effect on learning satisfaction. In addition, it was analyzed that learning commitment has the effect of mediating the relationship between the level of recognition of Korean language teaching quality and learning satisfaction. Conclusions In order to increase the level of interaction between Korean learners and instructors, the first priority for instructors is to improve their qualities in order to have an immediate response to the learning process, individual learners' understanding of culture, and requirements. Furthermore, when designing Korean language instruction, flexible efforts are needed to change the content and method of instruction required by learners through preliminary demand surveys from a learner-centered perspective, satisfaction, and difficulties surveys during the course of instruction.
Yuyeon Suh (Mon,) studied this question.