Research On Customer Satisfaction of Language Link in Hanoi

TABLE OF CONTENT
EXECUTIVE SUMMARY.............................................................................................................2
INTRODUCTION...........................................................................................................................3
I. Research objective and plan.....................................................................................................4
I.1. Research Objective................................................................................................................4
I.2. Research Plan.........................................................................................................................4
II. Research Methodology.........................................................................................................7
II.1. Research Instruments...........................................................................................................8
II.2.Questionnaire and the purpose of questionnaire...................................................................9
III. Results of Survey................................................................................................................14
IV. DEMOGRAPHIC INFORMATION.................................................................................20
V. SERVICING ATTITUDE..................................................................................................25
V.1 Assessment about Language Link’s Location, Parking annd Attitude of Receptionists....25
V.2. Assessment about servicing attitude in general.................................................................27
VI. Facilities..............................................................................................................................31
VI.1. Assessment Elements of Facilities....................................................................................31
VI.2. Assessment of Facility of Language Link in general.......................................................35
VII. Education Quality...............................................................................................................39
VIII. Fees.................................................................................................................................59
IX. Customer’s General Assessments About Language Link..................................................64
X. X. CORRELATION...........................................................................................................70
XI. EVALUATION FACTORS THAT IMPACT TO CUSTOMER’S GENERAL
ASSESSMENT FOR QUALITY OF LANGUAGE LINK..........................................................83
XII. RESULTS OF INTERVIEW..............................................................................................85
XIII. RECOMMENDATION..................................................................................................87
XIV. CONCLUSION...............................................................................................................89
XV. REFERENCES...................................................................................................................90
Appendix A....................................................................................................................................92
Appendix B: Meeting Sheet...........................................................................................................97
1
EXECUTIVE SUMMARY
The aim of the report is to summary the results of the survey about customers’ awareness
of Language Link – a language-training center. The report is divided into two main parts, the
first one includes the analysis about the use of variety of sources for the collection of both
primary and secondary data, and the second is the one, which aims at applying a wide range of
techniques to analyze data effectively for business purposes.
The information provided in the report is to support for the particular objectives of
collecting learners’ opinions about some issues of the center such as: facility, servicing attitude,
education quality and fee.
Firstly, during the process of collecting information, the research concentrates on the
usage of three techniques including questionnaires and interview method to gain primary data,
internet method to gain secondary data. Besides, by digging into the survey methodology, this is
quasi-random sampling in order to collect the opinion of customers at different age and
occupation. In particular, the researchers use the combination of stratified and systematic
methods with the purpose of take advantage of these two kinds to support for the process of
distributing questionnaires. In the step of designing questionnaire, the purpose of each
questionnaire is taken into consideration to decide which information is needed in each question.
Secondly, after receiving the results of questionnaires from the respondents, the data is
classified into suitable frequency and cumulative frequency distribution tables to verify the
results. Subsequently, the different kinds of graph such as bar chart, pie chart and ogive are
applied in order to make the process of analyzing data become clearer. The measurement of
dispersion is an important step in the process of drawing comparison between two issues and
after that giving recommendation for each part in order to suggest the suitable solution for the
center to develop comprehensively.
2
3
INTRODUCTION
According to Samuel (2009), research is designed to solve particular existing problems

by finding out the particular facts so there is a much larger audience eager to support research
that is likely to be profitable or solve problems of immediate concern. Therefore, it is a very
important tool for any organization to make decision.
According to Language Link main web site (n. d) Language Link Vietnam was
established in 1996 – becoming a 100% foreign owned company in 2002. Language Link now
has 3 schools in Hanoi, (36 Cat Linh Street, 24 Dai Co Viet street, and 80A Lang Ha Street);
with 75 comfortable and well-equipped classrooms, modern resource centres, and state-of-the-art
IT system, the centres meet the daily the requirements, of over 3,000 learners of every age and
background. So it is believed that Language Link Vietnam is now the market leader in human
resource training, in Vietnam. For 10 years, Language Link Vietnam has achieved the
remarkable progresses; the company always aims to improve education quality for customers
constantly.
This research is made to find out customer’s awareness of Language Link’s

products/services and market demand. It includes the customers’ taste, preferences, trends,
purchasing behavior, expectations and perceptions on Language Link center’s products and
services. In the research, Primary data and Secondary data were used to support for the survey.
This research also concentrates on the usage of three different techniques including
Questionnaires, Interview and Internet research. The questionnaires are contributed to 100
customers whose were studying in Language Link. Stratified sampling and systematic sampling
is applied to get the real data. The report includes three main parts:
The first part introduced viewers about research objectives and plan, research
methodology, and research instruments. In the second part, a range of techniques was applied to
analyse data effectively for business purposes and drawn some brief conclusion of each
problems.
The third part shows all the results, which were analysis in main part and valid
conclusions based on the information derived and some recommendations for Language Link to
resolve their problems and improve the center’s education quality.
4
I. Research objective and plan
I.1. Research Objective
We decided to do this project in order to gather information about the customers’

awareness of company’s services of Language Link – a language-training centre in Vietnam. In
the process, we have cope with many data from various sources. According to BPP Professional
Education (2004) Data is simply a ‘scientific’ term for facts, figures, information and
measurements. It is very important for collecting information about Language Link to give the
final result. There are three kinds of data: Primary data, raw data, and Secondary data. However,
we have chosen two among them that are Primary data and Secondary data to support for our
survey. Our research concentrates on the usage of three different techniques including
Questionnaires, Interview and Internet research.
I.2. Research Plan
Primary Data Secondary Data
Questionnaire Interview Internet research
Date-Time - Jane – Michelle: - Jane – Michelle: - Jane: collect information
(From 1st April Language Link Language Link about customers’ comments
centre: 24 Dai Co centre: 24 Dai Co - Michelle: gather information
to 10th April)
Viet, responsible for Viet about the promotion
30 questionnaires. - Lindsey – Emy: techniques applied by
- Lindsey – Emy: Language Link Language Link
Language Link centre: 36 Cat Linh - Lillian - Lindsey: focus on
centre: 36 Cat Linh street the competitiveness
street, responsible - Lillian – Alexis: advantages of Language Link.
for 40 Language Link -Alexis: search more relevant
questionnaires. centre 80A Lang Ha information about other
- Lillian – Alexis: Street centers like Apollo, British
Language Link - The interview is Council.
centre 80A Lang Ha implemented in just
-Emy: categorize all the
Street responsible
5
for 30 1 day; each member information to write report.
questionnaires. is responsible for 2
objects.
Primary data Secondary data
Questionnaire Interview
- Prepare 27 - The interviews - Based on the comments of

questions are qualitative, loyal customers of centre in
specifically depth the original website.
- Distribute to 100
interview
people - Moreover, access on other
- Select 10 people websites of different language
- Ensure
as interviewers centre to compare.
anonymity
who are current - Searching more relevant
- Each member is
students of information about some
responsible for
Activities Language Link aspects like: attitudes of
different places.
centre customers towards Language
- We’ll collect the
- Prepare 2 Link centre, promotion
questionnaires
questions. techniques applied by
right after they
Language Link to attract
finish.
customers, comments of
customers about the services
provided by the centre,
competitive advantages of
Language Link towards other
competitors like Apollo,
British Council, Oxford
Advantages - Receive exact - Can be able to - Quick, easy to obtain

and convincing gather specific - Various source of data
result and detailed
6
- Can be able to information from - Low cost to obtain
investigate a the customers
large number of - Can be able to
customers in collect
limited time. information
- The responses directly.
are gathered in a - No need to
standard way so require formal
that the results questionnaires
are more
objective
- Time-consuming - Time – - Untrustworthy sources

consuming may make us confused
- Negative
object’s - Negative object’s - Waste of time to select the
responses response necessary information.
Disadvantages
- Response rate - Questionnaires
may be low may be difficult
to design
- Limit of detailed
information
Although there are still limitations in each method, the combination of these three
techniques above can warrant the effectiveness of our survey.
II. Research Methodology
The questionnaire is contributed to 100 customers whose are studying in Language Link.
The researcher aims at collecting the customer’s assessment of Language Link’s quality in
general. Therefore, the quasi-random sampling is chosen in order to collect the opinion of
7
customers at different age and occupation. In the quasi-random sampling, the researcher would
like to use the combination of stratified and systematic methods because of some reasons below.
“The stratified sampling is the best method of choosing a sample in many situations”
(BPP Professional Education, 2004, p.30). In specific case, we take place survey in different
centre of Language Link in Hanoi City. For more details, the address of three centres
respectively 24 Dai Co Viet, 80A Lang Ha and 36 Cat Linh Road. 100 questionnaires are divided
and distributed in each centre to ensure the variety of responses and result of the survey is more
reliable and precise. Moreover, this method ensures representativeness because it is able to cover
overall opinions of customers at different strata as well as avoid focusing on only one objective
in the population. However, stratified sampling contains disadvantage that requires prior
knowledge of each item in the population (BPP Professional Education, 2004, p.31).
After that, the systematic sampling is applied. The advantage of this method can provide
a good approximation to random sampling. However, this method requires the researcher to
ensure that there is no regular pattern to the population which coincided with the sampling
interval, might lead to a biased sample. But this limitation can be overcome by choosing multiple
starting points and using varying sampling intervals whose size is selected at random. That in the
survey of Language Link, to deal with this problem the researcher decides to select every 5th
customers from the population of 30 in 36 Cat Linh, every 6th customers from the population of
30 in 24 Dai Co Viet and every 8th from the population in 80A Lang Ha. Selecting in such way,
the researcher is able to avoid collecting the same opinion from customers who go with their
classmates. Another disadvantage of systematic sample is that it does not fully meet the criterion
of randomness since some sample of given size have zero probability of being chosen (BPP
Professional Education, 2004, p.30). The investigator can ensure this problem does not affect the
result of the survey because at certain time within day, there are at least 2-3 classes for different
age leaner group and occupation group (Language Link, n. d). For this reason, the chosen sample
in systematic sampling method is appropriate in this case.
II.1. Research Instruments
In general, the purpose of this survey is to collect opinions of customers about the
specific issues like: facility, service attitude, education quality and fees. In particular, we decide
to use three different methods as mentioned above. Each method has its own purposes. Firstly,
8
questionnaire method is used to draw accurate information from respondents for example we can
have the exact information about customers’ age, occupation, and so on. Another purpose of this
method is to facilitate data processing after gathering information from a large number of people.
Secondly, interview method can help know the subject better by giving specific information
about the target that our project aims at. Moreover, using it we can know about personal
evaluation of the interviewers. Thirdly, internet research contributes to the process of collecting
data from various sources in the internet in order to have an overview about other centre to give
the comparison.
Each method applied during the survey poses different advantages and disadvantages
also. Firstly, using questionnaire method can help investigating a large number of customers in
limited time; moreover, the result can be exact, convincing and more objective. However, the
researchers can face with different advantages by using this method like time-consuming,
negative object’s responses, low response rate and limited detailer information. Secondly,
interview method can help contribute to improve the weaknesses of questionnaire method
because using this method; researchers can be able to directly gather specific and detailed
information from the respondents. Moreover, applying this method, it’s no need to use formal
questionnaire. Beside from the disadvantages like questionnaire method above, the investigators
who use this method may face difficulty in designing questions because of the limited number of
question given for the interviewees. Thirdly, combining internet-researching method can
contribute to the success of the survey because it’s quick and easy to obtain from various sources
of data and low cost to obtain. To take advantage of this method, researchers should pay
attention to avoid some weaknesses for example: untrustworthy sources may make confused,
waste of time to select the necessary information.
II.2.Questionnaire and the purpose of questionnaire
Questionnaires Purposes of questionnaires
1-Which age group are you in? Find demographic information,
9
a. ≥ 7 < 15 b. ≥15 < 18 c. ≥ 18 < identify clearly about jobs, genders
23 d. ≥ 23 especially ages of responders. In
2-What is your gender? analyzing processes, the information
a. Male b. Female will help us stratify responses.
3-What is your occupation?
a. Student / pupil b. Officer
c. Businessman d. Others
4-How do you know about Language Link? Assess what are effective methods
a.TV b. Internet c. Friends, family, relative for advertisement of the Language
d. Newspaper, magazine e. Others Link and then give the
recommendation for the centre.
5- I think the locations of the center are convenient to Assess level of satisfaction of
reach to responders about center location
(Strongly agree, agree, normal, disagree and strongly whether it is convenient for them or
disagree question) not?
6-Parking place is safe and convenient(Strongly agree, Evaluate level of security for
agree, normal, disagree and strongly disagree question) learner’s transports when they join
in courses.
7- In learning period, the receptionists are willing to Evaluate level of satisfaction with
answer all of the questions for the learners receptionists’ attitudes in the
situations when the learner asking
(Strongly agree, agree, normal, disagree and strongly
for advices
disagree question)
8- In general, I am satisfied servicing attitude in This is the main question to assess

Language Link (giving mark question) general satisfaction with
receptionists
9- The classroom is clean and airy to study. Define how classroom in Language
11- There is enough necessary equipment (such as Link is, from that point we can see
computer, projector, speaker,…) whether Language Link can ensure
(Strongly agree, agree, normal, disagree and strongly that the quality of classroom or not
disagree question)
10
10- Language Link’s library has various reference books Gather opinion about the evaluation
in English for learners. (Strongly agree, agree, normal, of respondents about the variety of
disagree and strongly disagree question) reference books provided by
Language Link.
12-How do you think about the space and area of the Estimate the space and area in
classroom? classroom here can satisfy learner or
a.Very large b. Large c. Reasonable d. Narrow not
e. Very narrow
13- How do you evaluate the noise level around the Assess whether Language Link is
classroom? able to assure the necessary
a. Very noisy b. Noisy environment for the learners during
c. Acceptable d. Quite e. Very quite the studying process by limit the
noise level in the studying area
14- In general, how do you evaluate the facility of According to the specific issue
Language Link? provided from question 9 to 11, this
general question is to summarize
(giving mark question)
how learners think about facility of
8-10: very good 6-8: good 4-6: Normal 2-4: Bad language link. Then based on these
0-2: very bad data we can combine with question
26 to find the correlation between
facility and the awareness of
customer
15-The initial test evaluates appropriately my English Find the evaluation of customer
level about the appropriation of the initial
test that they take before being
arranged class.
disagree question)
16- Timetable for courses is flexible for me to choose Estimate whether the center can
provide various timetable to suit
different needs of the learners
disagree question)
17-The variety of courses in center meet my demands of Assess whether the center can
11
learning English provide the variety of course in
order to meet the learning demands
of different learners.
disagree question)
18-The number of students in class is reasonable Evaluate the arrangement of class in

(Strongly agree, agree, normal, disagree and strongly the scope of number students in
disagree question) each class
19-What are the activities used by teachers to support for Evaluate the variety and modern
your studying process? method to support studying process
(You can choose more than one answer) of the learners
a.Group work/ discussion b. Games c.
Listen to music,
d. Watching movies e. Events
(ex: Open day, Talent Show,…)
20-How do you evaluate your English improvement when Evaluate the speed of improvement
joining Language Link’s courses? in studying to assess the teaching
quality of the center
a. Very fast b. Fast c. Normal d. Slow
e. Very slow
21-Do you think that the content of lectures is suitable? Assess whether the content of
(giving mark question) lectures is suitable for the learners in
different level in order to help them
8-10: Strong agree 6-8: Agree 4-6: Normal 2-4:
improve skill that they are still weak
Disagree 0-2: Strong disagree
22- In my opinion, do you think that the qualifications of Assess whether qualification of
teachers meet education standards? (giving mark teachers can meet education
question) standards or not based on
responders’ opinions.
23-In general, how do you assess the quality of the Evaluate whether the quality of
12
courses and teaching quality that meets your courses and teaching quality meet
expectations?(giving mark question) the expectations of the customers

24-How would you assess the tuition and scholarship Aim to know the feeling of
award to encourage learners to participate in course? customers towards the tuition
discount and scholarship award that
a. Very attractive b. Attractive c. So So d. Not
encourage learners to participate in
very attractive e. Unattractive
courses.
25- How do you assess the tuition fees in Language Link? To know customer’s assessment
(giving mark question) about Language Link’s tuition fees.
8-10: Very expensive 6-8: Expensive 4-6: Reasonable

2-4: Cheap 0-2: Very cheap
26-In short, how do you assess the quality of Language Find general satisfaction of
Link? (giving mark question) customers with all kinds of services
( including servicing attitude,
8-10: very good 6-8: good 4-6: Normal 2-4:
facility, quality education, fees)
Bad 0-2: very bad
27- Overall, do you have any recommendation for Seek to customer’s

Language Link center? (or what is your expectation about recommendations for Language
area which Language Link should improve?) Link’s improvement.
Question for interview
13
III. Results of Survey
Question 1: Age group of customers

≥7<15 ≥15<18 ≥18<23 ≥23
Number of
customers 14 21 45 20
Question 2: Gender of customers

Male Female
Number3:ofOccupation
Question customers of customers 37 63
Student/pupil Officer Businessman Others
Number of
customers 80 16 2 2
Question 4: The ways customers know about Language Link

Friends, family, Newspaper, Others
TV Internet relative magazine
Number of
customers 0 21 68 3 8
Strongly Agree Normal Disagree Strongly

agree disagree
Question 5: Language Link’s 15 25 60 0 0
location
Question 6: Parking Place 7 29 47 13 4
Question 7: The responses of 11 46 35 8 0
receptionist to customers
Question 8: Evaluating about servicing attitude in general
Value Mid point (f) Cumulative frequency

(x)
0 ¿ x<
2 1 0 0
14
2 ¿ x<
4 3 6 6
4 ¿ x<
6 5 25 31
6≤x<8 7 39 70
8≤x≤10 9 30 100
Total 100

agree disagree
Question 9 13% 40% 42% 3% 2%
The classroom is clean and airy to
study
Question 10 0% 33% 56% 11% 0%
Language Link’s library has various
reference books in English for learners
Question 11 11% 43% 42% 4% 0%
There is enough necessary equipments
(such as computer, projector, speaker,
…)
Question 12: Assessment of the space and area of the classroom
Very large Large Suitable Narrow Very narrow

Number of 0 4 82 14 0
customers
Question13: Assessment of noise level around classroom

Very noisy Noisy Acceptable Quite Very quite
Numbers of 0 4 89 5 2
15
customers
Question 14: Assessment of facilities of Language Link
Value(x) Frequency (f) Cumulative frequency
0 ¿ x<2 1 1
2 ¿ x<4 5 6
4≤x<6 15 21
6≤x<8 33 54
8≤x≤10 46 100
Question 15: Assessment of the initial test

agree disagree
Question 15: Assessment of the 4% 45% 40% 9% 2%
initial test
Question 16: Assessment of 11% 35% 45% 5% 4%
timetable for course
Question 17: Assessment of the 7% 44% 38% 11% 0%
diversity of the course
of 7% 60% 27% 6% 0%
Question 18: Assessment
number of learners in class
Question 19: Assessment of activities which support for studying English

Group discussion Games Listen to Watching Events
music movie
Number of 60 40 48 17 8
customers
Question 20: Assessment of the speed of customer’s English improvement

Very fast Fast Normal Slow Very slow
Number of customers 5 33 55 5 2
16
Question 21: Evaluating about content of lectures in general
Value (f) Cumulative frequency
0 ¿ x<
2 6 6
2 ¿ x<
4 12 18
4 ¿ x<
6 22 40
6≤x<8 32 72
8≤x≤10 28 100
Question 22: Assessment about qualification of teachers meet

education standards
0 ¿ x<2 2 2
2 ¿ x<4 9 11
4≤x<6 18 29
6≤x<8 33 62
8≤x≤10 38 100
Question 23: Assessment about teaching quality in general
Value Frequency Cumulative frequency
0 ¿ x<2 1 0
2 ¿ x<4 15 16
4 ¿ x<6 19 35
17
6≤x<8 44 79
8≤x≤10 21 100
Question 24: Assessment of attraction of promotion strategies in

Language Link
Very Attracti Normal Unattract Very
attracti ve ive Unattract
ve ive
Number of 2 25 60 11 2
customers
Question 25:Assessment about tuition fees in Language Link
Value (x) Frequency (f) Cumulative frequency
0≤x<2 0 0
2≤x<4 22 22
4≤x<6 34 56
6≤x<8 32 88
8≤x≤10 12 100
Question 26: Assessment about Language Link in general
Value (x) Frequency Cumulative frequency
0 ¿ x<2 1 1
2 ¿ x<4 6 7
4 ¿ x<6 21 28
6≤x<8 46 74
8≤x≤10 26 100
18
IV. DEMOGRAPHIC INFORMATION
Age group of customers

≥7<15 ≥15<18 ≥18<23 ≥23
Number of
customers 14 21 45 20
Age group of customers
14%
20%
≥7<15
≥15<18
≥18<23
21% ≥23
45%
Chart 1: Age group in which respondents are
Question 2: Gender of customers

Male Female
Number of customers 37 63
19
Gender of customers
37%
Male
Female
63%
Chart 2: Genders of respondents
Occupation of customers
Student/pupil Officer Businessman Others
Number of
customers 80 16 2 2
Occupation of customers
90
80
80
70
60
50 Number of customers
40
30
20 16
10
2 2
0
Student/pupil Officer Bussinessman Others
Chart 3: Occupation of customers
Student and pupil’s age group

Pupil (≥7<15) Students in Students in universities
20
high schools
(≥15<18) (≥18<23)
Number of
customers 14 21 45
Student and pupil's age group
18%
Pupil (≥7<15)
Students in high schools (≥15<18)
Students in universities (≥18<23)
56%
26%
Chart 4: Student and pupil’s age group
There are 100 respondents taking part in our survey in which 37 respondents are male
and 63 people are female. The result shows that the majority of respondents are pupils and
students which cover a proportion of 80%. Among them,18% is at the age of 7 to 15, students in
high school is 26%, student in universities which are at the age from 18 to 23 covers a part of
56%. Explanation for this trend is that the students in the university are more and more aware of
the necessity of English in life. English has become a popular language which is used all over the
world. Moreover, in daily life, the students also need to use English for their studying and many
employers consider English as an indispensable requirement for a job. For the pupils from 7 to
15, possibly, they and their parents start to concern more about the demand for English studying,
but the proportion is not high.
According to statistic of Ministry of Education after evaluating 59 big universities in Viet

Nam that do not focus on foreign Language, there is 51.7% of student who graduated but not
meet requirement in English skills and there is only 10.5% universities that meet this
requirement (Lucas Detech International Center, 2010). Moreover, it can be seen that English is
21
the first and most important criterion in recruitment for a staff who want to be employed by
foreign company and local company as well. And English is the very first initial requirement of
employment. For this reason, it can explain for the trend in above charts.
Understanding the demand for studying English, Language Link has created courses that
meet requirements of learners. Beside, core problem for Vietnamese students is to require
creating an environment where English is main communication language. The environment
should create spoken and listening reflex, thinking and expressing opinions to others in English.
Therefore, Language Link should create an environment where students can improve English
communication skill better and other English skills.
The rest of respondents whose occupations are businesspersons, officers and others make
up about 20%. It is not a remarkable proportion among occupations of the respondents. This
trend can be resulted by choosing time to survey. However, in practice, besides requiring
necessary English skills, each job needs specialized English. For this reason, Language Link has
equipped businessperson and officer with the full range of communicative skills needed to stay
competitive in today’s global marketplace. At present, Corporate Link services have courses
such as professional skill training, English influence and English for international business
(Language Link, n.d). So that, Language Link should provide diversified courses in specialized
fields to meet wants and needs of businessperson, officer and others in their jobs such as
executive training program, English for specific purposes.
Question 4: The ways customers know about Language Link

Friends, family, Newspaper, Others
TV Internet relative magazine
Number of
customers 0 21 68 3 8
22
The ways customers know about Language Link
TV Internet Friends, family, relative
Newspaper, magazine Others
21%
8%
3%
68%
Chart 5: The ways customers know about Language Link
Language Link also is big educational centre in Hanoi. For that reason, they used many
ways to advertise and promote this centre such as: T.V, internet (through home page),
magazines, etc. However, based on the result from survey, the way which helps people know
about Language Link is oral communication. It mean, most of student here (68%) know about
Language Link through their friends, relative. The reason here is most of them would rather
believe people who they know and is studying or studied in Language Link. This kind of
communication brings high reality. Besides, the advertisement through Internet which reaches
21% on the chart (Language Link’s home page and other precise Internet article) takes it effect.
Meanwhile, advertisements through newspaper, magazine and others such as leaflet which are
3% and 8% respectively are not effective much. In addition, Language Link does not use
advertisement on the television, for this reason, the customers do not know about the centre by
this way.
Relying on that fact, to increase image of Language Link and attract prospective learners
as well, the centre should focus on increasing education quality which is the most important and
realistic demonstration.
23
V. SERVICING ATTITUDE
V.1 Assessment about Language Link’s Location, Parking annd Attitude of Receptionists
Servicing attitude always are an important part to analyze the quality of a English center
at the first sight. In order to know all learner’s opinion about servicing attitude in Language Link
center, it is believed that servicing attitude part is divided into three main factors below including
the location of the center, parking place, attitude of receptionists.
60
60
50 46 47
40 35
29
30 Language Link center's location
25
Parking place
The response of receptionists
20 15
13
11
7 8
10
4
0 0 0
0
agree disagree
Chart 6: Customer’s opinions about servicing attitude in Language Link.
Question 5: Language Link’s location

agree disagree
Based on the chart above, it is believed that Language Link center’s locations are very
convenient for learners. Most of the people who answered this question (about 40 %) agree with
that statement. There is no one has negative thought of Language Link center’s place. At present,
Language Link has three centers in Hanoi, there are: Cat Linh, Lang Ha, Dai Co Viet. All these
buildings are in big roads, near the centre of Hanoi where is densely populated. Hence, most of
24
respondents consider the location of center good; therefore they have positive assessments to this
opinion. These locations have already been convenient for learners, so centers should only
improve the background of Language Link to create a good impression towards new learners.
According to the previous part of this research, many Language Link learners are students,
pupils. Therefore, if Language Link wants to build a new center, its location should be near
universities, colleges, or schools. Creating good impression at the first time is always good ideas
to attract new customers. So it is suggested that Language Link should use some remarkable
signs to draw people’s attention.
Question 6: Parking place

agree disagree
Parking place is also an important element in evaluating the quality of the centers at the
first sight. If learners felt the parking place convenient and safe enough, they would feel
comfortable to study in long terms. According to the chart above, 36 % of people agree that the
parking place is convenient for them to reach to. 47% of the people estimate the parking place at
the normal level. Only small amount of people felt that parking place is not really safe and
convenient (about 17% of all answerers). Maybe they feel that the parking place is not large as
they want, there only have one safe guard here to manage the transport. In order to ameliorate
organization image, the centers should appoint more than one guard to take the responsibility.
They also should build a suggestion mailbox to know customer’s expectation of parking place.
Question 7: The response of Strongly Agree Normal Disagree Strongly

receptionist to customers agree disagree
Receptionist department is a face of the centre, which has significant influence in
impression of student when they go to Language Link. Their responses will effect strongly to
learner’s views when they visit the centers at the first time. According to the chart above, it is
believed that the attitude of the receptionists has met the demands of learners. They also have
provided most of the information to learners honestly. About 57 % of the learners who answer
this question think that the receptionists were willing to answer all of the questions for the
learners. Only 8 % of learners have negative thought of the receptionists. It means that
25
receptionists have already done all their duty well. However, to create good impression,
Language Link should create some courses to train receptionists more in order to ensure they can
answer all questions for the leaner before or during the course. It can help the centers create a
good image to people who intend to study in Language Link in long terms.
V.2. Assessment about servicing attitude in general
Evaluating about servicing attitude in general (question 8)
Value Mid point (f) Cumulative frequency

(x)
0 ¿ x<
2 1 0 0
2 ¿ x<
4 3 6 6
4 ¿ x<
6 5 25 31
6≤x<8 7 39 70
8≤x≤10 9 30 100
Total 100
120
100
80
60
40
20
0
1 2 3 4 5
26
Chart 7: Ogive of assessing servicing attitude
Based on above chart, it can be seen that x is less than 2 (assuming that x is mark),
cumulative frequency is zero. It means that there is no respondent who marks from 0 to 2 in term
of servicing attitude. With x is les than 4 on the x axis, it corresponds with about 6 on the y axis.
This means that there are 6 respondents who marked lower than 4. Similarly, for x is less than 6,
the above chart shows that 31 respondents mark lower than 6. In other words, 31 customers
assess that serving attitude is normal and below. Likewise, 70 respondents evaluate good and
below because cumulative frequency is 70 at x which is less than 8. Obviously, 100 responders
who take part in the survey so cumulative frequency is 100 at x which is less than 10.
The ogive of assessing servicing attitude in Language Link indicates that the majority of
customers estimate the servicing attitude to be from normal to good. However, there are
remaining 4 customers who dissatisfy with the serving attitude in the centre. Thus, it is necessary
for the centre to improve the servicing skills of the receptionists in order to possess a good
servicing attitude that makes all learners in Language Link satisfied.
The results are calculated manually
∑ fx 686
1. Arithmetic mean: x = ∑f = 100 = 6.86 (Manual computation)
2. Mode :
The mode belongs group from 6 ¿ x<8 because the group is values which occur most
frequently.
Applying the formula
fM o −f ( M o −1)
M o =X M +h M
o min o (fM −f ( M −1))+(fM −f ( M +1 ))
o o o o
39−25
M o =6+2∗
(39−25 )+(39−30) = 7.21
3. Median :
27
(n+1)th 100+1
The median is at the: 2 = 2 = 50.5. So that the value is between 50 th and 51st
item
Applying the formula:
M e= X M +h M
∑ f /2−S (M e −1)
=
e min o fM e
100
−31
2
M e=6+ 2∗ = 6.98
39
4. Maximum:
Counting in 100 results from the survey, maximum is 10
5. Minimum
Counting in 100 results from the survey, minimum is 3
6. Range
Range = highest upper class boundary – lowest lower class boundary = 10-0=10
The mean of satisfaction of learners of serving attitude is 6.86; it means that the learners
assess the attitude of guard and receptionists in Language Link at normal level. Besides, the
mode is 7.21; it means that the majority of learners estimate the serving attitude to be good. The
median in this case is also 6.98; this indicates that the middle-value of distribution is divided into
two equal parts by 6.98. It can be seen that mean, mode and median have close value. Therefore,
it proves that the measure of dispersion of the whole distribution is low. Further, the mean in this
case has high representative.
In 100 respondents, the highest mark is 10 and lowest mark is 3. The length a distribution
covers is 10. It implies that although in lowest level, serving attitude still be marked is not bad.
Especially, some of customers assess the servicing attitude in Language Link to be very good.
For this reason, assessing about servicing attitude of customers is good in general.
28
There are many reasons, which lead to this positive result. In particular, the survey focuses
on three most important factors that assess servicing attitude. As shown in chart above, the
general trend for three issues, which are parking, location and receptionist are also positive. For
example, there are only 13% respondents (which is highest proportion) disagree that parking is
safe and convenient, and 3% disagree that the receptionists are willing to answer all of the
questions for the learners and no one disagree that the locations of the centers are convenient to
reach to.
The receptionist department is the face of the centre; they are responsible for consulting
the customers about the course and timetable. Therefore, they play an important role. In general,
they are assessed to be good. This shows that the manager focuses on training employees and
appreciates the importance of good serving attitude. For this reason, Language Link should take
advantages of current assessment from this survey in order to enhance, improve parking and
location factors and train receptionists.
VI. Facilities
VI.1. Assessment Elements of Facilities

agree disagree
Question 9 13% 40% 42% 3% 2%
The classroom is clean and airy to
study
Question 10 0% 33% 56% 11% 0%
Language Link’s library has various
reference books in English for
29
learners
Question 11 11% 43% 42% 4% 0%
There is enough necessary
equipments
(such as computer, projector,
speaker,…)
60
56
50
43
40 42 42
40
33
30
Q9
20 Q10
13 Q11
11
10
11
0
0 3 4
Strongly agree 2
Agree 0 0
Normal
Disagree
Strongly
disagree
Chart 8: Assessing about facilities of Language Link
In general, most of the learners assess that the cleanness and the airiness is normal with
the percentage of assessor is 42%. The atmosphere of the classroom is one of the important
factors that affect the concentration of the learners in studying process. However, the percentage
of learners who agree with that the classroom is clean and airy enough to study is 40%. In fact,
there are still small number of people who don not agree with this statement (3% disagree and
2% strongly disagree). It means that the quality of classroom is quite good but the center should
a little bit focus on enhancing the quality of classroom to increase the percentage of learners who
satisfy with this issue. A solution that the center can consider is to create a group of cleaners who
have high responsible to take charge in those tasks. Because, when the learners have paid a big
amount of money for the course, they have right to demand a good studying environment which
can help them feel comfortable during the studying process. Moreover, by ensuring this issue,
the center will have chance to create a friendly organization image towards the learners.
30
About the quality of library, 56% of customers assess that the variety of the reference
books in the Language Link’s library is normal. It may due to the fact that there are not enough
books for the learner to explore during their studying. 56% is not a remarkable figure so that the
center should invest for the library in order to increase the number of learners who satisfy with
this issue. In the graph, the figure reflects the number of learners who agree with the variety of
reference book is 33% meanwhile 11% disagree. Language Link is recommended to pay
attention to find out the reason why there are still number of respondents who underestimate the
quality of library in Language Link. One suggestion is that Language Link should have an
orientation to promote the habit of self-studying for the learners; in this case, the learners will
understand the importance of library with their study. They should also concern to update the
reference books in the library to make this source become more various. It is likely to become
the main factor to attract the learners to come to the library.
Based on the data, which is shown in the chart, the quality of equipment in Language
Link will be seen clearly. 43% of respondents feel satisfied with the equipment of the center and
42% of respondents consider it normal. In addition, only a small number of students (4%) do not
think that equipment is efficient. These data proved that Language Link really concern about the
equipment matter, they evaluate this matter as an important factor that effect directly to studying
condition in centre. Hence, they have improved and provided enough equipment for students to
ensure that students can have convenient studying environment. However, Language Link may
need to try hard to improve the level of satisfaction of students by investing on this issue.
Question 12: Assessment of the space and area of the classroom
Very large Large Suitable Narrow Very narrow

Number of 0 4 82 14 0
customers
31
Assessment of the space and area of classroom
14%
4%
very large
large
suitable
narrow
very narrow
82%
Chart 9: Assessment of the space and area of classroom
The survey includes a question for collecting opinions of the respondents about the space
and area of the classroom. The aim of this question is to investigate about whether the learners
are satisfied with the area of the classroom or not. The remarkable proportion belongs to the part
of respondents, which assess that it is suitable (82 %). It proves that the majority of learners feel
comfortable with the arrangement and area of class in Language Link. Language Link has design
a number of classrooms with area, which are correlative with the number of students in class in
order to create convenient studying environment (Language Link, n. d). There are only 14% of
respondents think that the classroom is small, it is not a big proportion for this question, and 4%
assess that the classroom is large, both of them just cover a minority of respondents. Therefore,
instead of adjusting the size of the classroom, Language Link can put their consideration to other
factors to develop comprehensively.
Question13: Assessment of noise level around classroom

Very noisy Noisy Acceptable Quite Very quite
Numbers of 0 4 89 5 2
customers
32
Assessment of noise level around classroom
90% 89%
80%
70%
60%
50%
Number of customers
40%
30%
20%
10% 0% 4%
0% 5%
2%
Very noisy
Noisy
Acceptable
Quiet
Very quiet
Chart 10: Assessment of noise level around classroom
About the noise level around the classroom, most of learners (89%) assess that it is
acceptable. It means that most of them are satisfied with the noise level there. It reflects that the
noise level is not a factor that affect on the studying of learners. According to many researches,
the noise level has a particular effect on the level of students’ concentration in class. If school
cannot control this factor, initially it will create a negative influence on studying of learner
because they cannot listen to the lecture and discussion in full (vho, n. d). However, Language
Link has successfully ensured that the noise level is at an acceptable rate. Therefore, they have
created a good learning environment for the students. There is 5% assess that the classroom is
quiet and 2% assess it isvery quiet while there is only 4% think that it is noisy. Hence, the noise
level is not a concerning element that need improving in Language Link. In this case, the center
has more chance to improve other factors, which are still weak instead of caring about it.
VI.2. Assessment of Facility of Language Link in general
0 ¿ x<2 1 1
2 ¿ x<4 5 6
4≤x<6 15 21
6≤x<8 33 54
33
8≤x≤10 46 100
120
100
80
60
40
20
0
1 2 3 4 5
Chart 11: Ogive for assessing about facilities of Language Link
Assuming that x is mark, it can be seen that there is only one respondent who assesses
facility of Language Link to be very bad based on the ogive. Relying on the ogive, there are six
people who estimate the facility at the bad level. With x is less than 6, the ogive shows values
that correspond with y axis is 21. It means there are 21 respondents who mark facility of
Language Link to be good and below. Likewise, 54 respondents assess facilities is good and
below. And certainly, there are 100 respondents evaluate facilities is very good and below.
Moreover, when combination two considerations: there are 54 respondents who evaluated
facilities at good level and below and there are 100 respondents who assess to be very good and
below, it can seen that there is nearly half of all respondents who evaluate facilities is from good
to very good. For this reason, in general facilities of Language Link are evaluated to be at good
level and may be higher.
The ogive shows that although numbers of respondents who evaluate facilities to be good
and higher is big. However, there are still 6 respondents who evaluate facilities that Language
34
Link invests to its services to be bad and below. In other words, there are 6% of people who do
not satisfy with facilities of Language Link.
For this reason, Language Link should identify facilities that need to be improved and
equipped based on results collected from learners monthly.
How to apply Excel in calculating necessary data
1. Mean=7.135 Using of Excel
After inputting all values, it is necessary to prepare a separate cell for MEAN. Since,
researchers would click “FORMULA”, go to “MORE FUNCTIONS”, click “STATISTICAL”
and select “AVERAGE”. After that, highlight the values from surveys results and the “MEAN”
will be automatically calculated and shown
2. Median= 7.5 Using of Excel
Likewise, to count MEDIAN by Excel also includes some of simple steps. The
researchers will need to prepare a separate cell for MEDIAN. After that, they will click
“FORMULA’, go to “MORE FUNCTIONS”, click “STATISTICAL” and select “MEDIAN”.
The “MEDIAN” will be automatically calculated and shown after highlight the values from
survey results.
3. Mode= 6 Using of Excel
MODE is counted similarly like median on Excel. However, instead of selecting

“MEDIAN”, the researchers will have to select “MODE”. After highlight the values from
surveys results and the “MODE” will be automatically calculated and shown.
4. Quartiles:
Manual Computation:
Q1= (100+1)/4=25.25th item
So Q1 is in the range 6 ¿ Q1<8. There is 100/4= 25 items below Q1
35
∑ f −S(Me−1)¿ fMe¿ ¿
Applying the formula: Q1 = X Me(min)+ h Me ¿ 4 ¿
33¿
25−21¿ ¿
Q1= 6+2∗¿ ¿ ¿ = 6.24
Which means that 25% of customers has an average evaluation about the service(6.61 marks).
Q2 = (100+1)/2=50.5th item
So Q2 is in the range 6 ¿ Q2<8 There is 100/2= 50 items below Q2
33¿
50−21¿ ¿
Q2=6+2* ¿ = 7.76
50% of customers has middle attitude about the facilities (7.76 marks).
Q3= 3*(100+1)/4=75.75th item .So Q3 is in the range 8 ¿ x≤10. There is 100*3/4=75 items
below Q3
3∑ f fMe¿
−S(Me−1)¿ ¿
Q3= X Me(min)+ h Me ¿ 4 ¿
75−54
Q3=8+2* 46 =8.91
This means 75% of the customers are satisfy with the service (8.91 marks)
The assessment of quality of facility in Language Link
36
The results of the question above contribute to the evaluation of the issues: how the
learners assess about the quality of facility in Language Link. In particular, the mean is 6.8
which show that the average mark given by the respondents for this question is 6.8. It is a good
rate. Moreover mode is 6 which means many respondents have the same answer is 6 for this
question. The median shows the figure of 7.5 which indicates the middle-value of distribution is
divided into two equal parts by 7.5. Three factors which are mean, mode and median can be seen
above are quite close. It helps explain for the low dispersion of distribution. For this reason,
result in evaluating of the respondents about facilities is reliable and representativeness of three
quantities: mean, mode and median is high. In general, based on these factors, it can be seen that
in general, facilities of Language Link is evaluated to be good.
In addition, quartile 1 is 6 which mean there is only 25% of respondents give mark below
6 for this question. It contributes to the conclusion that the majority of learner assesses the
facility quality to be good which is 75%.
The positive assessment of the cleanness and airiness of the room, the variety of
reference books in library and the necessary equipments of the center support for the good
quality of facility, because these issues can be considered as some of the factors that the learners
concerns the most during the studying period there.
In fact, Language Link has posed a specific concentration to facility quality of the center.
In comparison with some other centers of Vietnamese teachers, the facility there cannot ensure
for the convenience during the studying process of learners as in Language Link. In each class,
there are adequate facilities such as air-condition, radio, projector and others (vnexpress, 2010).
It creates more opportunities for the learners to develop all four skills in English studying.
Therefore, it is necessary to equip more equipments to support for learning that be mentioned
above and motivate studying of learners.
One issue that Language Link should consider is library. Based on analysis of other
factors such as cleanness and airiness of classroom, library and other equipments, it can be seen
that the highest percentage of disagreement is library. Although Language Link is a foreign
center, learners have to face complex procedures to go library (dantri, n. d). It implies that
37
Language Link should concentrate more on providing enough books for learners and reduce the
unnecessary procedure as much as possible.
VII. Education Quality
Education quality is the main factor that could evaluate Language Link center’s quality. This part
below includes 9 questions summarizing all the important issues to show the real situation of
Language Link.
Question 15: Assessment of the initial test

agree disagree
Number of customers 4% 45% 40% 9% 2%
Assessment of the initial test

45%
45% 40%
40%
35%
30%
People
25%
20%
15%
9%
10% 4%
2%
5%
0%
Strongly agree Agree Normal Disagree Strongly
disagree
Chart 12: Learner’s opinions about the quality of Language Link‘s initial test.
Because each of customers has different English level, hence initial test is the most
important method to analyze the English level of new learners. In Language Link, the initial test
includes four main parts, reading, writing, speaking and listening (Language Link, n. d). If the
test is specific enough, the centre will be able to arrange suitable class for the learner where the
customer can improve their English most effectively. According to the chart above, nearly haft of
the responders is satisfied with the content of the initial test. It means that they agree that the
38
initial test estimated their English skill correctly and it might be indicated that the current class is
suitable to them. 40 % of answerers did not response too high towards the initial test. There are
only 11% of people do not satisfy with their initial test.
When new learners take part in the courses, they have to do the initial test to evaluate
their English level; this test are usually created by foreign teachers of Language Link, including
listening, speaking, reading, writing, vocabulary, grammar, and so on (Language Link, 2010).
The structure of this test ranges from easy to difficult level; it could define exactly the level of
new learners. Depending on the test results and learner’s expectations, teacher and consultant
team of Language Link centers will give customers some advices on courses, and class in the
most appropriated time. This information shows that the survey can reflect the factual condition
of Language Link center.
However, there are still 11% of people who do not satisfy with evaluating their ability
depend on initial test. Maybe, they feel that their ability can match with another level. This can
avoid their motivation for studying. In order to resolve this limitation, Language Link should
arrange one test every 2 months instead of one test every 4 months.
Question 16: Assessment of Strongly Agree Normal Disagree Strongly

timetable for course agree disagree
39
Assessment of timetable for course
45%
45%
40% 35%
35%
30%
People
25%
20%
15% 11%
10% 5% 4%
5%
0%
disagree
Chart 13: Assessment of timetable for course
Timetable for courses is one of factors, which could affect learner’s decision about
whether they would study at Language Link. Based on the chart above, nearly a haft of the
responders (46%) agreed with the flexible timetable that Language Link centers had created.
These 46 % of the people think that this flexible timetable is suitable for them; it also means that
the centre has succeeded in consulting timetable for the learners. Besides, 45% of customers
estimate the timetable of Language Link to be normal. There are also only a few people (9%)
answered negatively about the timetable for the courses. This indicates that the timetable might
not be available for all of the learners.
To resolve the problem of 11% responders who did not satisfy with this timetable and 45
% responders has normal estimation towards the timetable, the centers should use suggestion
mailboxes online, and should be active in contacting with customers in order to collect their
feedbacks about the timetable. In addition, the centre should try their best in arranging the
schedule to meet the expectations of the customer
Question 17: Assessment of the diversity of the course

agree disagree
40
Assessment of the diversity of the course

44%
45%
38%
40%
35%
30%
25% People
20%
15% 11%
7%
10%
5% 0%
0%
disagree
Chart 14: Assessment of the diversity of the course
Language Link provides the customer diversity of course, such as English

communication courses, English class for children, preparing for studying oversea course, and
specialized English for international trade and so on (Language Link, n. d).
The table above shows the learner’s opinion about the variety of courses in Language
Link. More than half of the customer (51%) who answered this question believed that Language
Link’s courses are variable for them to choose. Meanwhile, 38% of the responders estimate the
diversity of course to be at the normal level. In general, it can be said that the courses of
Language Link hits the wants and needs of customers in studying English. With the diversity of
course and the guideline of foreign teachers, the centre is able to help the customer improve their
English level in particular fields. However, the center should improve the variety of courses to
meet all their requirements are in this area because there is still remaining 11% learners think
negatively of the variety of the courses. They recommend the centre to create more suitable
courses for them to choose besides these courses which have been available.
41
There are many of courses for each group of learners created by Language Link such as
school link program, English frequency (for adults), English speed up (for adults), and Top class
teen (for young learners). So this positive result describes exactly the real situation of Language
Link. However, there are still 11 % of respondents who do not think that the diversity of courses
meets their expectation. In order to resolve that problem, the center should use suggestion
mailboxes to know what are customer’s needs and wants and create more specific courses to
satisfy them.
In practice, Language Link should focus on specialized courses which provide necessary
knowledge in English for customer working in popular economic sectors such as Finance,
Banking, Marketing and so on. Because these fields are important for the economic development
of Vietnam, hence English which is a tool for them to communicate and acquire new knowledge
becomes indispensable wants and needs of Vietnamese learners.
Question 18: Assessment of number of learners in class

agree disagree
Number of 7 60 27 6 0
customers
Asessment of number of learners in class

70%
60%
60%
50%
40%
Number of customers
30% 27%
20%
10% 7% 6%
0%
0%
disagree
Chart 15: Assessment of number of learners in class
42
Number of students in class has also impacts to education quality. Normally, a class has
reasonable number of students; the class’s lectures will be easier to achieve effectiveness. The
learners will be easier to concentrate. The above chart showed that almost of responders said that
number of student in class is reasonable. 7% respondents are strongly agree, 60% respondents
are agree with the number of students in class in Language Link. They feel that they satisfy with
the number of learners in class. It expresses that Language Link’s arrangement about number of
students in class can be acceptable. However, 27% respondents have normal opinions for the
question. Only small proportion (6%) disagrees with number of students in class. Perhaps, they
think that number of student is not appropriate. But anyhow, number of this group is not
significant.
According to Language Link (2010) stated that to ensure teaching quality, it needs to
have standard environment for studying so number of students should not excess 15 learners in
each class. It is the standard that Language Link should apply to ensure a good education quality.
The centre should concern about this element when they arrange class for learners. This
arrangement helps learners avoid pressures, stresses or unpleasantness. On the other hand, it
helps learners increase interests for lectures and especially, they are always ready to join in
lectures.
Question 19: Assessment of activities which support for studying English

Group discussion Games Listen to Watching Events
music movie
Number of 60 40 48 17 8
customers
43
Assessment of activities which support for studying English
70%
60%
60%
50% 48%
40%
40%
Number of customers
30%
20% 17%
10% 8%
0%
Group Games Listen to music Watching Events
discussion movie
Chart 16: Assessment of activities that support for studying for studying English
Activities used in studying process are factors that can impact on quality of lecture
content and student’s attention towards the lecture. The above chart shows that group discussion
is very attractive to customers. There are 60% of respondents would like to choose group
discussion because it is an effective method to help them improve speaking skill effectively.
Group discussion helps learners to achieve many soft skills such as communication, team work,
team building skill and so on. Therefore, there are many choices for group discussion. Besides,
game is one of activities that Language Link has applied and receives 40% of respondents in the
survey. Games of Language Link have a relation to lectures and can attract customers. Likewise,
listen to music is also applied in Language Link (Language Link, n. d). 48% of people agree that
the activity can attract them. Almost of songs, help students to achieve listening skill and create
comfortable psychology for learners. In addition, watching movie and some of other activities
are also applied during the teaching process, however responses for these kinds of activities are
not much. Only 17% of respondents are for watching TV and 8 of respondents are for other
activities. Although these activities also help learns have many chances to listen and contact with
English, however they are not really attractive and watching movie sometimes is considered to
take time.
In general, Language Link needs to have various activities are applied in studying
processes. Instead of using old games, songs in teaching process, the center should create many
44
new games, songs to attract learners. Especially, group discussion which is a really effective
activity helps learners improves many skills such as English communication, team building and
so on. For this reason, it is needed for the centre to apply group discussion during the class with
many interesting and applicable topics. Although watching movie is an effective method in
listening improvement, however, the teachers should encourage learners to do so at home
because based on the Vietnamese’s psychology; this activity takes a long time of them.
Therefore almost of them feel that watching TV wastes of their time and money in class. In
short, Language Link should build activities in order to support for lectures and learners in
English studying process. In addition, they help to improve soft skills like team work, team
building or communication skill and so on for learners.
Question 20: Assessment of the speed of customer’s English improvement

Very fast Fast Normal Slow Very slow
Evaluation about English improvement speed

5% 2% 5%
33%
Very fast
Fast
Normal
Slow
Very slow
55%
Chart 17: Assessment of the speed of customer’s English improvement
Learners always expect to improve their level of English after they take part in courses of
Language Link. Nearly half of respondents (33 % is fast and 5% is very fast) agree that their
level of English has improved quickly.They feel good quality of studying process in Language
Link. However, there are 55% of respondents evaluate their English improvement speed to be
normal. Only of few responders felt that their imrovement speed is slow(5%) and very slow(2%).
Maybe, the customers are not satisfied with the class and the content of the lecture thus their
English improvement speed is still slow. Besides, it should be ignored the personal reason
45
because each of learners has different attitude towards studying. For this reason, the
improvement speed of learner is different also. In short, generally, English improvement speed of
responders is improved after they joint in courses of Language Link.
Quick English improvement speed is always learners’s expectation. So, it is necessary for
teachers and the center to reasearch stimulation and speed of improvement. Perhaps,
improvement speed will be more effective for learners when Language Link’s teachers can know
weaknesses and strengths of individuals. Since, they will be easier to help for improvement of
learners. In genneral, almost of learners will gain desired improvement speed if Language Link
applies the measure.
Question 21: Assessment about content of lectures of teacher in Language Link
Value Mid (f) Cumulative f(x) |x - f(|x - |x - x | f(|x - x

point frequency x x 2
|)2
| |)
(x)
0 ¿ x<
2 1 6 6 6 5.28 31.68 27.8784 167.2704
2 ¿ x<
4 3 12 18 36 3.28 39.36 10.7584 129.1008
4 ¿ x<
6 5 22 40 110 1.28 28.16 1.6384 36.0448
6≤x<8 7 32 72 224 0.72 23.04 0.5184 16.5888
8≤x≤10 9 28 100 252 2.72 76.16 7.3984 207.1552
25 100 628 13.28 198.4 48.192 556.16
46
120
100
80
60
40
20
0
1 2 3 4 5
Chart 18: Ogive of assessment about content of lectures of teacher
Based on above ogive, it can be seen that it begins with value of 6. It means that there is 6
respondents who assess content of lecture to be very bad and below. On x axis, correspondent
with assessing of bad and below is 18 on y axis. Likewise the number of respondents who
evaluate content of lecture to be normal and below are 40 people, and 70 respondents who assess
to be good and below. Moreover, based on the ogive, although there are some respondents who
do not satisfy with content of lecture, however the ogive still show that more than half of
respondents assessing content of lecture to be from good to very good.
In general, the ogive shows that values of all class have wide dispersion. It implies that
results would be affected by extreme values. Based on the ogive, there still have rate of
respondents who do not satisfy with content of lectures. For this reason, in Language Link
should review qualifications of all teachers and retraining to improve their teaching methods.
Besides, the activities that support for both learners and teachers should be concerned and
improved, by doing that the centre can improve the assessment of customers about the content of
lectures.
1. Mean:
47
∑ fx 628
x = ∑f = 100 = 6.28
∑ f ( x−x )2 556 .16

2. Variance: = ∑f = 100 = 5.5616
3. Quartiles:
Q1= (100+1)/4=25.25th item
∑ f −S(Me−1)¿ fMe¿ ¿
22¿
25−18¿ ¿
Q1= 4+2∗¿ ¿ ¿ = 4.64
Q1 means that 25% of customers have an average evaluation about the content of lecture (4.64
marks).
Q2 = (100+1)/2=50.5th item
32¿
50−40¿ ¿
Q2=6+2* ¿ = 6.625
50% of customers has middle attitude about the content of lecture (6.625 marks).
Q3= 3*(100+1)/4=75.75th item .So Q3 is in the range 8 ¿ x≤10. There is 100*3/4=75 items
below Q3

48
3∑ f fMe¿
−S(Me−1)¿ ¿
75−72
Q3=8+2* 28 =8.21
This means 75% of the customers are very satisfy with the content of lecture (8.21 marks)
4. Percentiles:
Manual computation :
∑n f −S(n−1)¿ f(n)¿ ¿
Pn = X n(min)+ h n ¿ 100 ¿
100
19 x −18
100
P19 = 4 + 2 ¿ 22 = 4.1 (mark)
This means that 19% of respondent would assess content of lecture is bad and below and
81% of respondents assess to be normal and above.
100
39 x −18
100
P39 = 4 + 2 ¿ 22 = 5.91 (mark)
Which means that 39% of customers assess content of lecture is good and below and 61%
of respondent assess to be good and above.
5. Standard deviation:
Standard deviation = √ 5.5616 = 2.36 (8.64 and 3.92)
49
2.36
6. Coefficient of variation =Standard Deviation / Mean = 6.28 = 0.376
Express as a percentage = 37.6%
So each item, on average, in the distribution differs in 2.36 from the arithmetic mean of
the distribution. Basing on the mean and standard deviation, 100 respondents they would assess
content of lecture in Language Link from 8.64 (6.28+2.36) to 3.92 (6.28- 2.36). This result
implies that the results would be affected by extreme values or dispersion in distribution.
It could be summarized that the standard deviation and mean has 37.6% of correlation.
Because as analysis above standard deviation combines with big coefficient of variation, it leads
to dispersion of values in the whole is high.
Look at quartile 1, it can be seen that the percentage of respondents who evaluate
Language Link in term of content of lecture badly to be low. In only 25%, it contained numbers
of respondents who marked content of lecture to be normal and below. It implies that numbers of
respondents who marked badly is low.
We combine P19 and Q1, it can be seen that 6% of learners (6 learners) mark this
question to assess the content of lecture from 4.1 to 5.5 (or in normal level). And combining of
P39 and Q3, it can be known that there are 36% of respondents who assess content of lecture
from 5.91 to 8.225 (or in good level). In addition, there are 25 % respondents who would assess
that content of lecture is 8.8225 and above (or very good and higher).
In general, based on above analysis, it can summarize that content of lecture is assessed
good because 61% give the mark of 5.91 and above. However, there still exist some respondents
who underestimate this issue so that the result will be affected by extreme values. As the result,
on average, dispersion between values is wide.
It implies that in Language Link, there are some lectures who design their lecture are not
good. For this reason, the centre should review and identify the teacher through assessment of
learners. Moreover, Language Link should retrain the teachers to ensure that all teachers in
centre should meet standards in English teaching. Teaching methodology should base on
communicative, cooperative and learned-centered (dantri, n.d).
50
Question 22: Evaluating about the qualification of teachers meet
education standards
0 ¿ x<2 2 2
2 ¿ x<4 9 11
4≤x<6 18 29
6≤x<8 33 62
8≤x≤10 38 100
120
100
80
60
40
20
0
1 2 3 4 5
Chart 19: Ogive for evaluating about the qualification of teachers meet education
standards
Assuming that x is mark, it can be seen that x less than 2 have cumulative frequency that
are two. This thing shows that there 2 respondent who answer lower than 2. Likewise, teacher’s
education standards in Language Link are assessed with 11 times for less than 4. The above chart
also expresses that x less than 6 have 29 respondents for the choices. There are 29 respondents
who mark for normal level and below. However, for x less than 8, it can be seen that cumulative
frequency for the situation is 62. It means that 62 respondents marked below good level.
51
Obviously, from the above chart, 100 respondents pointed that they have 100 opinions below
very good level.
In general, a number of respondents assert that teacher’s education standards in Language

Link to be from good to very good level. Therefore, Language Link should continue to develop
and build the factors. Since, it will be easier to attract learners’ beliefs.
1. Mean = 6.739 (Using of Excel)

2. Mode = 8 (Using of Excel)
3. Median= 7.05 (Using of Excel)
4. Range= 10-0=10
5. Variance = 4.3335 (Using of Excel)
Preparing a separate cell for VARIANCE is the first step to count variance on Excel.
After, the researcher will have to click “FORMULA”, find out “MORE FUNCTIONS”, click
“STATISTICAL” before selecting “VARIANCE”. Finally, the researchers will highlight the
values from survey. Since, the “VARIANCE” will be automatically calculated and shown.
6. Standard deviation: = 2.0817 (Using of Excel)
STANDARD DEVIATION will be counted simply on Excel. After preparing a separate

cell for STANDARD DEVIATION, researchers will go to “FORMUAL’’ on Excel. Since, they
need to click “MORE FUNCTIONS” before clicking “STATISTICAL”. Finding and selecting
“STANDARD DEVIATION” in “STATISTICAL” is next step. After highlight the values from
surveys results and the “STANDARD DEVIATION” will be automatically calculated and
shown.
7. Coefficient of variation =Standard Deviation / Mean = 0.309
Express as a percentage = 30.9%
8. Quartiles
QUARTILES can be counted by using MS Excel. It is necessary to prepare separate cells

for Q1, Q2, Q3. After that, the researchers click “FORMULA”, go to “MORE
FUNCTIONS”, click “STATISTICAL” and find out “QUARTILES”. After clicking
52
“QUARTILES”, the researchers need to highlight the VALUES from the surveys. And
inputting the number “1” for Q1, the answer will be automatically calculated and show.
Repeating the process aims to reach Q2 and Q3.
Q1=5 (Using Excel)
Q2=7.05 (Using Excel)
Q3=8.225 (Using Excel)
9. Percentiles
P90= 9 (Using Excel)
PERCENTILE will be counted by using MS Excel. Preparing separate cells for P90 is the first
step. After, the researchers will click “FORMULA”, go to “MORE FUNCTIONS”, click
“STATISTICAL” to find out “PERCENTILE”. Since, the researchers will highlight the Values
from the survey results. For 90th percentile, K: Input the value 0.90. The answer will be
automatically calculated and shown.
There is a big range (10) between the lowest and highest value in the distribution. But it
can be seen that arithmetic mean is good (6.739) for customer’s awareness about teacher’s
education standards in Language Link. Likewise, standard deviation is 2.0817. This thing shows
that there is a vary between all of value from normal degree to good degree. Mean value lies in
between 4.6573 and 8.8207. Again, the above result express from normal to good level for
teacher’s education standards in Language Link. Coefficient of variation might be summarized
that standard deviation and the mean has 30.9% of correlation together.
On the other hand, the issue is affirmed by quartiles. We can see that Q1=5.5. This thing
shows that there are 25% of customer’s assessments for teacher’s education standards to be
lower than 5.5 and 75% of the assessments give the result of being higher than 5.5. Since, it
might have conclusion that teacher’s education standard is at normal level. Likewise, we have
Q2=7.05, it means that 50% of customer’s assessments lower than 7.05 and 50% of customer’s
assessments higher than 7.05. This is quite good for the above issue. A half of learners said that
education standards are good but an existed half of learners said that it is from bad to normal
53
level. For Q3 =8.225 so there are 75% of assessments lower than 8.225 and 25% of assessments
higher than 8.225. Q3 is a quite high value. However, the result is really claimed when P90 = 9
for the issue. It shows level of satisfaction that is very good level for teacher’s education
standards. In short, the above results of quartiles show good level among marks for teacher’s
education standards in Language Link.
In general, teachers in Language Link are trained by the teacher training programs of the
centre, so education standards can be met (Language Link, n.d). According to Dantri (2009)
stated that, Language Link was international education organization where were many foreign
teachers in HaNoi and all of teachers have education standards and international teaching
experiences.
Language Link should maintain and develop the education standard. Besides, teachers
should concern about education standards and condition in Vietnam. It will create suitability
between international and Vietnamese education standards in order to provide learners the best
quality.
Question 23: Evaluating about the quality of courses and teaching quality in general
Value Mid (f) Cumulative f(x) |x - x | f(|x - |x - x |2 f(|x - x

point frequency x |)2
|)
(x)
0 ¿ x<
2 1 1 0 1 5.38 5.38 28.94 28.94
2 ¿ x<
4 3 15 16 45 3.38 50.7 11.42 171.3
4 ¿ x<
6 5 19 35 95 1.38 26.22 1.904 36.18
6≤x<8 7 44 79 308 0.62 27.28 0.384 16.90
8≤x≤10 9 21 100 189 2.62 55.02 6.864 144.1
Total 100 638 13.38 164.6 49.512 397.42
54
120
100
80
60
40
20
0
1 2 3 4 5
Chart 20: Ogive for assessing about the quality of courses and teaching quality of
Language Link in general.
Based on the data, considering x is mark, the result is only one respondent evaluates about
the quality of courses and teaching quality of Language Link in general is very bad. With x lower
than 6, the ogive chart give correlative value with y is 35. It express that there are 35 respondents
feel satisfy with the quality of courses and teaching quality of Language Link, then they mark the
quality to be good or below. Besides, 79 respondents assess quality to be good and below. And
most important is 100 respondent think the quality is very good and below.
Besides, when the result gives 79 respondents who evaluate quality of course to be good
level and 100% respondents who assess is very good and below, it proves majority of respondent
feel the quality is from good to very good. Hence, the quality of course in Language Link is at
good level and may be higher.
Although the chart shows the positive respond of respondents, it also reflects still has 16%
people assess the quality is not good and they do nott satisfy with the quality of course in
Language Link. For this reason, Language Link can base on the foundation (good level of
quality), they should improve the weakness and make progress their advantages to increase the
percentage of people satisfy with center.
1. Mean
∑ fx
Mean is x = ∑f = 6, 38 (Manual computation)
55
The results are calculated manually
∑ f ( x−x )
2.Mean deviation = n = 1, 646 ( Manual computation)
∑ f ( x−x )2
3.Variance = ∑f = 3, 974 (Manual computation)
4. Standard deviation: = 1, 993 (Manual computation)
5. Coefficient of variation = Standard Deviation / Mean = 0, 3125
Express as a percentage = 31, 25%
The mode, median, quartiles are calculated by Ms Excel
6. Mode 6
7. Median 6, 55
8. Quartiles: Q1 = 5
Q2 = 6, 55
Q3 = 7, 57
This question shows if the quality of the courses and teaching quality meet learner’s
expectation or not. According to the calculated part above, the mean of satisfaction of learners of
quality of the courses and teaching quality is 6, 38. It means that learners feel that the quality of
the courses and teaching quality at normal rate. The mode of satisfaction of the quality of the
courses and teaching quality is also 6, 0. There is only small different between mean and mode in
this case. It shows that there are many people who do the survey chose only at normal rate (6, 0),
so Language Link should improve quality of course to meet all learner demands. Perhaps, some
learners think the centers have to create more suitable courses for them to choose besides these
courses that have been available. The median in this case is 6, 55 (a good rate). So the middle-
value of distribution is divided into two equal parts by 6, 55. It can be seen that mean, mode and
median have close value. Therefore, it proves that the measure of dispersion of the whole
distribution is equal. In particular, the survey focuses on five most important factors that assess
56
the quality of the courses and teaching quality. Based on charts above, it is believed that the
popular trend for five issues including the initial test, timetable for courses, variety of courses,
evaluation about English improvement speed are also normal, or positive. Many people agree
with the number of students in a class arranged by Language Link. In the chart show the
activities used in studying process were various. For instance, there are 40% answers are group
discussion, 33% answers are game, and 25% answers are listening to music. There are many
reasons which lead to this positive result such as the facility of the centers helps them provide
enough equipment to produce some activities and events and so on.
Look at the data calculated above, quartile 1 is 5 (at normal rate). There are only 25% of
responders chose less than 5, 75% responders chose above 5. According to data calculated
above, quartile 2 is 6, 55 (at good rate). A half of learners said that education standards are good
(above 6, 55) but depended on an existed half of learners (6,55 and below) education standards
range from bad to good level. Quartile 3 is 7, 575 (at good rate), there are 75% of assessments
lower than 7, 575 and 25% of assessments higher than 7, 575. It is a good result for Language
Link. Learners had already recognized the quality of Language Link courses.
To improve the quality of courses and teaching quality, the centers need provide more
modern facility, some courses to train receptionists, create more events, etc to meet all learners’
requirements. Moreover, according to G. Lacono (Hanh phuc gia dinh, 2009), beside existing
English courses for pupils, students, and officers, English for specific purposes, training for
getting international English certificate, Language link should cooperate with other international
educational organizations to provide new services to learners.
VIII. Fees
Question 24: Assessment of attraction of promotion strategies in Language Link
Very Attractive Normal Unattractive Very
attractive Unattractive
Number of 2 25 60 11 2
customers
57
Assessment of attraction of promotion strategies in Language Link
70%
60%
60%
50%
40%
30%
25%
20%
11%
10%
2% 2%
0%
Very attractive Attractive Normal Unattractive Very Unattractive
Chart 20: Assessment of attraction of promotion strategies in Language Link
Customer’s self-awareness of tuition discount and scholarship award is one of issues that
Language Link needs to concerns. In the survey, it can be realized that almost of customers
(60%) has normal answers for tuition discount and scholarship award. In the fact, customers
think that tuition discount and scholarship award are not enough attractive to them whereas they
are not unattractive. This indicates that number of people has these think, they occupy high
proportion. However, it is seen that 25% of customers is attracted by tuition discount and
scholarship award and 2% has answers that tuition discount and scholarship award is very
attractive for them. It is not big number that expresses the level of student’s satisfied here.
Besides, some of customers (11% unattractive and 2% very unattractive) have answers that
tuition discount and scholarship award are not attractive enough to encourage them. For this
reason, Language Link is recommended to increase of tuition discount and scholarship award.
Language Link can use tuition discount for some of particular occasions or holidays. This thing
will be easier to attract learner’s attention. Besides, Language Link can use some of other awards
that support about fees such as travels are provided for excellent learners and so on.
Question 25: Assessing about tuition fees in Language Link
0≤x<2 0 0
2≤x<4 22 22
58
4≤x<6 34 56
6≤x<8 32 88
8≤x≤10 12 100
120
100
80
Chart21: Ogive of
60
assessing the fees in

40
Language Link
20
The ogive above

0
1 2 3 4 5 indicates that x is less than 2
(assuming that x is the mark
that the customer gives for the fees of Language Link) has zero cumulative frequency. It means
that there is no customer who assesses the fees to be very cheap. Besides, with x is less than 4,
the cumulative frequency is 22. It shows that 22 learners feel that the fee is cheap. However, the
customers who give the mark of being less than 6 affect the ogive. Therefore, for x that is less
than 6, the cumulative frequency is increasingly 56. About the mark of being less than 8, the
cumulative frequency is also rising significantly and reaches the value of 88. The trend line goes
up. It can be stressed that the majority of customers in Language Link think that the fees is from
reasonable to expensive. And the last cumulative frequency which matches below the mark of 8
is 100. This is also the total number of the distribution. Particularly, 12 customers evaluate the
fees to be very expensive.
The fee is the important element in the decision making process of the customers when
they come to the centre. Therefore, proposing a reasonable fee to the customer play an important
step in attracting new learners as well as keeping the current learners. There are some factors
59
which affect the thought of customers of fees, such as their income, how much they acquire from
the lecture or how satisfied they are with the quality of Language Link. However, it should be
emphasized that the quality of the centre is the most important factor because when the customer
is provided their wants and needs in studying, the fees become lesser important for them. In
contrast, if the centre fails to meet the expectations of learners, the learners will be easy to quit
because of expensive fees and not-so-good quality. For these reasons above, Language Link is
recommended to have a reasonable fee which suits to the Vietnamese income and requirement as
well as improve the quality of the centre in term of education quality to fit the fees. By doing
that, the centre is able to attract the customer effectively and efficiently.
The results are calculated by Excel method
Mean 5.418
Mode 6
Median 5.5
Standard deviation 1.906256578
Q1 4.075
Q2 5.5
Q3 6.625
The mean, median and mode are respectively 5.418, 5.5 and 6. It should be stressed that
they are close with each other. Therefore, it can be said that the representative characteristic of
mean, mode and median is precise. Moreover, it also indicates that the dispersion in the
distribution of assessment of fees in Language Link is low.
The mean of customer’s assessment of fees in Language Link is 5.418. It might indicate
that the learner estimates the fees to be reasonable. However, basing on mean is not enough to
interpret because the mean is distorted by extremely high or low values (BPP Professional
Education, 2004, p.86). Therefore, the combination of mean and standard deviation, and quartiles
in analyzing learner’s assessment of fees in Language Link might be able to provide result that is
more reliable.
Mean + Standard deviation 5.418+1.906=7.324

Mean – Standard deviation 5.418-1.906=3.512
60
From mean and standard deviation, the table above provides two types of value 7.324 and
3.512. Although the mean deviation also has the same purpose as standard deviation, but it
would be better to use standard deviation because the standard deviation is able to avoid the total
of the differences summing to zero as we did with the mean deviation (BPP Professional
Education, 2004,p. 112). Two values of 7.324 and 3.512 create a distance in the learner’s general
assessment. For more details, the learner evaluates the fees of Language Link to be from cheap to
expensive level. Besides, the result of quartiles support for the statement above. With Q1 is
4.075, it means that 25% of responses give equal and lesser than 4.075 mark, meanwhile the
remaining of 75% of customers give equal and bigger than 4.075 mark. The result of Q2 divides
the variable into two parts in which 50% gives the mark of equal and bigger than 5.5. Q3 states
that 25% of respondent give equal and bigger than 6.625, while 75% of the respondent gives the
mark of equal and lesser than 6.625. Basing on the data above, it can be stated that the majority
of learners in Language Link assess the fees to be reasonable. However, some of them think that
the fees are expensive; meanwhile just few of them access fees to be cheap.
There are some factors which influence on the thoughts and assessment of Language
Link’s learners of the fees. The income of learner is one of the factors. The table below shows
the fees of various courses in Language Link.
Name of the English courses in Language Link Fees

Super Kid/Top Class Teen 200USD/course
(for 7-12 year old)
English communication for adult 250USD/course
Speed up 120/course
English international trade 270USD/course
IELTS 290USD/course
TOFEL 179USD/course
Preparing English for studying oversea 540-620USD/course
Source: Language Link, n. d
The table shows that the fees in Language Link fluctuate from 179USD to 620USD.
Depending on the want and need of customers for English and their income, their assessment of
fees is different. One more reason which the learners lean on to assess the fees in Language Link
is the knowledge and English skills acquired in particular course. If the learner is satisfied with
61
the teaching quality, content of the course and facility in the centre, they will not hesitate to
assess the fees to be reasonable. In contrast, if Language Link fails to provide wants and needs of
customers, especially in teaching quality, the customers will assess the fees to be expensive to
very expensive.
Vietnam is integrating with international development; hence, the Vietnamese needs

English as a tool in communicating with outside world, exchanging culture, knowledge and
especially finding new opportunities in studying, career and developing. However, the income of
Vietnamese people is still low. For this reason, when choosing certain English training centre,
people tend to consider about the fees. It should be mentioned that Language Link is a foreign
English training organization; all the teachers who are foreigners are qualified teachers.
Moreover, the classroom has enough equipment such as air condition, projector, computer, and
speaker and so on. These significantly influences on the fee of courses. Therefore, it is easy to
understand that the fees in Language Link are higher than almost Vietnamese training centre.
However, the centre should reduce the fees as much as possible in order to encourage the current
and potential learners. To be an organization which operates in Vietnam very early, Language
Link is a part of the country. For this reason, Language Link should contribute to the Vietnamese
education system as well as Vietnamese development by creating chance for Vietnamese people
to study English in an effective way.
IX. Customer’s General Assessments About Language Link

Question 26: Evaluating about Language Link in general
Value Mid (f) Cumulative f(x) |x - f(|x - |x - x | f(|x - x

point frequency x x 2
|)2
| |)
(x)
0 ¿ x<
2 1 1 1 1 5.8 5.8 33.64 33.64
2 ¿ x<
4 3 6 7 18 3.8 22.8 14.44 86.64
4 ¿ x<
6 5 21 28 105 1.8 37.8 3.24 68.04
62
6≤x<8 7 46 74 322 0.2 9.2 0.04 1.84
8≤x≤10 9 26 100 234 2.2 57.2 4.84 125.84
Total 100 680 13.8 132.8 56.2 316
120
100
80
60
40
20
0
1 2 3 4 5
Chart 22: Evaluating about Language Link in general
The above chart shows level of general satisfaction for all of kind services in Language
Link. The chart expresses that there is only a person who marks from zero level to two level for
the question. Totally, they do not have satisfaction for Language Link’s services. Likewise, the
chart points that there are 7 learners who put level of grade at less than 4. But anyhow, the figure
is small because in fact, 28 people have choices that x is less than 6 (assuming that x la mark) for
general satisfaction in Language Link. It means that 28 people choose level of grade that is less
than 6 or below. Significantly, 78 respondents are reported when they has choice x that is less
than 8 or below. This thing shows that a number of respondents have good opinions for
satisfaction with all kinds of services (including servicing attitude, facility, quality education,
fees) provided by Language Link. Obviously, above ogive shows that 100 respondents mark less
than 10 marks. In other words, 100 respondents choose x that belongs from good level and below
it.
In short, the above chart shows that almost of respondents has general satisfaction about
Language Link. Assessments are nearly normal level to good level for the center. The center will
63
become better and customer’s assessments for general satisfaction will have changes if Language
Link continues to improve its areas such as serving attitude, facilities, teaching quality. In
particular, the center can create many tuition discount various awards to encourage learners.
∑ fx 680
1. Arithmetic mean: x = ∑f = 100 = 6.8 (Manual computation)
2. Mode :
The mode belongs group from 6 ¿ x<8 because the group is values which occur most
frequently.
fM o −f ( M o −1)
M o =X M +h M
o min o (fM −f ( M −1))+(fM −f ( M +1 ))
o o o o
46−21
M o =6+2∗
(46−21)+(46−26) = 7.11
3. Median :
(n+1)th 100+1
The median is at the: 2 = 2 = 50.5. So that the value is between 50 th and 51st
item
Applying the formula:
M e= X M +h M
∑ f /2−S (M e −1)
=
e min o fM e
100
−28
2
M e=6+ 2∗
46 = 6.96
∑ f ( x−x ) 132.8
4.Mean deviation = n = 100 = 1.328
64
∑ f ( x−x )2 316
5.Variance = ∑f = 100 = 3.16(Manual computation)
6. Standard deviation:
Standard deviation = √ 3.16 = 1.778
1.778
7. Coefficient of variation =Standard Deviation / Mean = 6.8 = 0.261
Express as a percentage 26.1%
8.Quartiles:
Manual Computation:
Q1= (100+1)/4=25.25th item
∑ f −S(Me−1)¿ fMe¿ ¿
21¿
25−7¿ ¿
Q1= 4+2∗¿ ¿ ¿ = 5.71
Which means that 25% of customers has an average evaluation about the service(5.71 marks).
Q2 = (100+1)/2=50.5th item
46¿
50−28¿ ¿
Q2=6+2* ¿ = 6.96
65
50% of customers has middle attitude about the facilities (7.76 marks).
Q3= 3*(100+1)/4=75.75th item .So Q3 is in the range 8 ¿ x<10. There is 100*3/4=75 items
below Q3
3∑ f fMe¿
−S(Me−1)¿ ¿
75−74
Q3=8+2* 26 =8.08
This means 75% of the customers are satisfy with the service (8.91 marks)
9. Percentiles:
Manual computation :
∑n f −S(n−1)¿ f(n)¿ ¿
Pn = X n(min)+ h n ¿ 100 ¿
100
8x −7
100
P8 = 4 + 2 ¿ 21 = 4.1 (mark)
100
27 x −7
100
P27 = 4 + 2 ¿ 21 = 5.91 (mark)
On average, all services that Language Link provides for learners such as servicing
attitude, facilities, education quality and fees are assessed is good (6.8 mark) in general. And
mark that be occurred most frequently is 7.11, therefore on average, Language Link is assessed is
good with frequency distribution is high. And 6.96 is the value of the middle member of the
66
distribution once all of 100 items. Combination mean, mode and median, we can know that three
values are approximate to each other and at the same level of assessment. However, in order to
give exact results, we should analyze other data.
To find out the exact dispersion of the distribution, take a look at mean deviation. We can
see that on average, each item in the distribution differs 1.328 from the arithmetic mean of the
distribution. It is quite low, so that combine with above analysis, we can conclude that the
dispersion of distribution is quite low.
With standard deviation, it is 1.778. It means that on average, the mark which Language
Link is given vary from 5.022 (6.8-1.778) to 8.578 (6.8+1.778). On the other words, on average,
Language Link is assessed from normal level to very good level. Consequently, in general, The
customers’ awareness about Language Link is not too negative.
Another factor that we might look at is quartiles. Based on Q1, There are only 25%
respondents give mark 5.71 and below and 75% respondents give mark 5.71 and above for
Language Link in overall. In addition, P8 shows that there are about 8% respondents give mark
4.1 and below and the majority is 91% which give the mark 4.1 and above. When combining P8
and Q1. We can see that there is only 17% respondent assess Language Link with the mark from
4.1 to 5.71 which is normal level.
When analyzing Q2 and Q3, we can see that half of the respondents give the mark 6.96
and above, 25% respondent assess 8.08 and above (very good level). Combining Q2 and P27, it
shows that 23% respondent assess Language Link from 5.91 to 6.96 ( or good).
However, there still remain 17 % respondents assess Language Link at the normal level
(combining P8 and Q1) and 8% respondents assess badly. Although it is not a remarkable
amount but Language Link should find out the reason why. Relying on identifying the criterion
which influences on customer’s assessment of Language Link such as servicing attitude, facility,
education quality and fee as well as combination of analysis of above factors; it can be stressed
that the fees receive the worst level of assessment among other factors. So that, the centre should
reduce the fees as much as possible in order to encourage the current and potential learners. To
be an organization which operates in Vietnam very early, Language Link is a part of the country.
For this reason, Language Link should contribute to the Vietnamese education system as well as
67
Vietnamese development by creating chance for Vietnamese people to study English in an
effective way.
X. X. CORRELATION
1. Coefficient of correlation between servicing attitude and quality of Language Link

in general ( Question 8 and 26)
The correlation between servicing attitude and quality of Language Link in general
With (Σx)² = 4,753 (Σy)²= 4,50987 n= 100
nΣ xy −ΣxΣy 100×4 , 430−665 . 2×651 .5

r= =
√ [ nΣ( x ) −( Σx ) ] [ nΣy − ( Σy ) ]
2 2 2 2 √ [ 100×4 ,753−4 ,753 ][ 100×4 , 509. 87−4 ,509 . 87 ]
¿
0.3289
2 2
r = (0.3289) ¿ 0.1081
Now we will find an equation of a straight lines has the form y=a+bx
n×∑ xy −∑ x×∑ y 100∗4,430 .81−665 .2∗651.5

b= n×∑ x² - ( ∑ x ) 2 = 100∗4,753−4,753∗4 ,753 = 0.365
∑ y−b×∑ x 651. 5−0 .365∗665 .2

a= n = 100 = 4.269
We have the equation of trend line y = 0.365x+4.269
68
12
10
8
f(x) = 0.37 x + 4.27
0
0 1 2 3 4 5 6 7 8 9 10
Scatter Graph: Coefficient of correlation between servicing attitude and quality of

The correlation between learners’ satisfaction with receptionists and the general satisfaction
with Language Link’s service was 0, 3289. In this case, the coefficient of determination, r 2 would
be 0.1081, meaning that only 10.81 % of variations in quality of Language Link could be
explained by variations in servicing attitude, leaving 89.19 % of variations could be explained by
other factors (such as content of lecture, fee, and facility, etc). It means the correlation between
them is low. Therefore, the general satisfaction does not depend much on the satisfaction of the
receptionist attitude. Based on the graph above, many points are unconnected with each others;
most of them lie far from the trend line. So the correlation is not high. Because the quality of
Language Link is mainly influenced by education quality, the servicing attitude of receptionists
is also not a very important factor to define the general quality of the center. However, there are
still some connections between them. The receptionist is the first person who a visitor sees when
entering the office. Their impression about those people will affect how they feel during the rest
of the visit. If the receptionist’s public relation and communication skills are good, they could
communicate with customers effectively.
To improve the receptionist’s ability, Language Link should produce some training courses
for communication with people and the public, media better. These training courses have to
69
focus on how to make first impression with people, how to make direct calls effectively, how to
develop strategies for dealing with hard-to-please people and different situations, develop
effective listening skills and focus on customer care services. The centers should also have the
office decorated with a stylish and smart reception desk which may create a good image to new
customers.
2. Coefficient of correlation between facilities and quality of Language Link in general

(question 14 and 26)
Coefficient of correlation: r ¿ 0.4830; r2 ¿ 0.2334. (Expression by percentage 23.34%)
Equation of trend line: y= 0.403x+3.638
10
8
f(x) = 0.4 x + 3.64
7
0
1 2 3 4 5 6 7 8 9 10 11
Scatter Graph: Coefficient of correlation between facility and quality of
Language Link in general
The correlation between learners satisfaction with facility provided by Language Link center
and the overall satisfaction with all services provided by Language Link was 0, 4830 (at normal
rate). The coefficient of determination in this case, r 2 is 0. 2334. It means that only 23.34 % of
variations in quality of Language Link in general could be explained by variations in quality of
facility, leaving 76.66 % of variations which is explained by other factors (such as content of
lecture, fee and so on). According to the graph above, many points are unconnected with each
70
others; some of them lie far from the trend line. It means that facility is not a very important
factor which defines the general quality of these centers, as it is just a tool to help the learners
study easier and more comfortable. Although the correlation is not high (only 0, 4830), it also
has some influence on Language Link’s quality in general. If the centers have enough necessary
equipment for all learners, libraries with enough reference books, learners will think that
Language Link have also do the best thing for them to improve their English skills; Language
Link’s service is better than other English centers.
Presently, Language Link has a library online in its main web site to provide many reference
books for learners to improve their English skills such as ‘how to improve your listening skills’,
‘Getting Ready TOEIC Test’, etc and various kinds of tests for each kind of learners (Language
Link, n. d). According to Language Link (n. d), Language Link ensures its outstanding education
in an ideal studying environment with the number of the students in one class is only 15 students;
Language Link has modern teaching environment to reach international standard with modern
facilities for learning such as flat-screen computers for each student during practice and study,
projectors, DVD players, center information - library, Wifi connection. To improve the facility
of Language Link, the center needs to modernize all the facilities every five years to meet the
entire learner’s requirement in international standard.
3. Coefficient of correlation between the content of the lecture and the quality of the
course in Language Link (Question 21 and 23)
Coefficient of correlation: r ¿ 0.909833
2
r2= 0.909833 =0.827796087
Expression of r2 in percentage is approximately 83%
Equation of trend line: y=1.11x-0.692
71
12
10 f(x) = 1.11 x − 0.69
0
0 2 4 6 8 10 12
Scatter for coefficient of correlation between content of lectures and quality of the
cources in Language Link
The correlation between the content of lectures and the quality of the courses in
Language Link is positively 0.909833. Therefore, it can be stated that these two variables have a
high correlation, closely perfect correlation. Besides, basing on the scatter graph, all the points
gather nearly around the trend line, hence its supports for the close relationship between the
assessment of learners of lecturer’s content and the quality of the course in Language Link.
Moreover, the expression of square of coefficient of correlation which is 83 %, say, 83% of
quality of course in Language Link is explained by the content of the lecture. It is a high
proportion. Meanwhile, only remaining 17% of quality of the course in Language Link is
influenced by other factors.
Each of learners has their own wants and needs for English, such as English
communication, grammar or simply prepare for certain examination. As the result, a lecture with
suitable contents for each of particular course plays an important role in teaching process.
Besides, interesting lectures are able to attract not only the learners but also the teachers. They
encourage both learners and teacher to be creative and enthusiastic during the class. When the
content of the lecture consists of applicable topics and interesting activities such as group
discussion and events, it can support the learners to concentrate on the lecture and it also helps
develop their soft skills such as communication and team building skills. The teachers in
72
Language Link understand this, therefore, they apply modern teaching method in teaching
English by creating English games, story composing competition and team work and so on in
order to help learners and enrich the content of the course as well (Language Link, n. d).
English is an interesting subject and now it becomes a necessary requirement for future
learning and career development in Vietnam. Vietnamese learners would like to learn English in
an effective and efficient way instead of learning English rigidly with long and boring theory.
Moreover, to improve English skills such as communication, it is essential to have chance to
communicate with foreign teachers. For this reason, the new teaching methods, interesting and
applicable content of lectures in Language Link influence on the positive learner’s assessment of
general quality the course.
The content of lecture in Language Link is created by foreign teachers; therefore, they
apply new teaching method and content to the course. And this is what Vietnamese learners
need. Especially, about the content of the course, Language Link should concentrate on the
applicable topics which help the learners apply their English in reality effectively and efficiently.
In Vietnamese schools and universities, the teachers focus on the grammar instead of application
in English such as speaking and listening. For this reason, Vietnamese learné face difficulties in
pronunciations and application of English in their real life (Bullentin, 2005). To be a foreign
English training organization, Language Link should do survey in order to identify the actual
wants and needs of Vietnamese learners in order to improve the content of the course with the
aim of helping the learners develop their English skills better.
4. Coefficient of correlation between Qualifications of lectures and quality of

Language (question 22 and 23)
Coefficient of correlation: r ¿ 0.878581
r2= 0.8785812=0.770884
Expression of r2 in percentage is 77%
Equation of trend line: y= 0.843x+ 0.586
73
12
10
f(x) = 0.83 x + 0.59

8
0
0 2 4 6 8 10 12
Scatter Graph: Coefficient of correlation between qualifications of lectures
and quality of Language Link
The teachers who are reponsible for imparting knowledge to learners play an important
role in evaluating the quality of Language Link in general. It can be said that the qualification of
teacher is one of the important factors in evaluating the quality of the centre in general.
The correlation between the qualifications of teachers in Language Link centre and the
quality of the course is positively 0.878581, nearly perfect correlation. It can be stated that the
teaching qualifications of teachers in Language Link and the quality of the course have a close
relation, nearly perfect correlation. For more information, basing on the scatter graph above, the
points gather very closely around the trend line. In addition, the expression of square of
coefficient of correlation in percentage is 77%. It means that 77% of general quality of the
course in Language Link can be explained by the qualifications of teachers. And the remaining
23% is affected by other factors. Therefore, the correlation of two variables is high but it is not
close as the relation between the content of the lecture and the general quality of the course.
About the teaching qualifications, it is needed to focus on the certificates of teachers in

the pedagogic field because when the teachers have necessary qualification, they have a
necessary foundation in order to impart knowledge to learners. This supports the high correlation
between teaching qualification and the quality of the course. Language Link has a training
74
program for teachers guaranteed by Cambridge ESOL; therefore the centre ensures the quality of
teachers (Language Link, n. d).
However, comparing with the correlation between content of the lectures and the quality
of the course, the correlation between teaching qualifications and quality of the course is lower.
Because the teaching qualification just only concentrates on the certificates of teachers,
meanwhile each of them has different communication skills, creativity and attitude in teaching.
For this reason, the teaching qualification is not the most important factor to assess the quality of
the whole course in Language Link. It is needed to have the influences of both content of the
lecture and the qualification of teachers in assessing the quality of Language Link.
The centre should help the teachers improve their skills and knowledge in pedagogic field
in order to ensure highest qualifications of the teachers as well as the quality of the course.
Besides, Language Link is recommended to motivate the teacher to work hard by incentive and
rewards. Moreover, the positive competition among teachers in the centre is one way to stimulate
their teaching attitude and creativity in teaching process. This might help both centre and
learners meet their expectations.
5. Coefficient of correlation between coefficient of correlation between quality of centre

and fees (question 23 and 25)
Coefficient of correlation: r ¿ -0.72094; r2 ¿ 0.5198 (Expression by percentage 51.98%)
Equation of trend line: y= -0.695x+9.7345
75
12
10
f(x) = − 0.67 x + 9.58
0
0 2 4 6 8 10 12
Scatter Graph: coefficient of correlation between quality of centre and fees
Based on the data received from survey, we estimate the correlation between course’s
quality and course’s tuition fees equal -0.72094. It is negative correlation which means that low
value of one variables are associated with high values of the other, and high values of one
variable with low values of each other (BPP Professional Education, 2004, p.129). In this case,
the coefficient of determination, r2 would be 0. 5198, meaning that 51.98 % of variations in
tuition fee of Language Link in general could be explained by variations in course and teaching
quality, leaving 48.02 % of variations to be explained by other factors (such as tuition and
scholarship award during the course). This result expresses the relation and correlation between
these quantities is quite high. Besides it also shows the influence of tuition fees on quality of
course in people’s mind. In studying process, the better the quality of Language Link is, the more
effectively the learners study. They will get more or less knowledge; it depends a lot on the
quality of course. In addition, when they study effectively, the factor “fee” won’t have much
influence on the decision of people such as: continue or stop learning in Language Link.
In fact, most of learners in Language Link evaluated the quality of course is good while
the tuition of fees is cheap or reasonable. It expressed clearly through percentile of each
question:
76
Question 23:
P40=6 which mean 60% respondents choose 6 and above 6. It express that 60% of them
agree the quality of course is good and very good
Question 25
P60= 6 which mean 60% respondents mark under 6. It indicates that 60% of them think
the tuition fees are reasonable and cheap.
With these evidence, 40% of learners still assess the fees to be expensive. It means
Language Link need to concern and improve more the quality of course to ensure it satisfies
learners or they can reduce the fees to attract the learners.
In fact, according to the opinions of some customers, they still complain that the teaching
quality of the teachers is not stable, because among all the center’s teachers, there are some that
don’t meet the standard, besides, during the course, the learners still face problem of changing
teacher which can make them dissatisfied. (webtretho.com, n.d). In order to enhance these
problems, Language Link should pay attention to create more training program to improve the
education quality of the teachers to make the learners feel satisfied when learning in the center.
Moreover, before each course, the management should come up with specific plan to arrange
teachers for each class in order to avoid problem of changing teachers. According to some
solution above, hopefully, Language Link can gain more support from the customers.
6. Coefficient of correlation between teaching quality and quality of Languga Link in

general (23 and 26)
Coefficient of correlation: r ¿ 0.796119; r2 ¿ 0.6338 (Expression by percentage 63.38%)
Equation of trend line: y= 0.6591x+ 2.4213
77
10
9
f(x) = 0.66 x + 2.42
8
0
0 2 4 6 8 10 12
Scatter Graph: Coefficient of correlation between teaching quality and quality
of Language Link in general
Teaching quality is considered as the operation strategy to attract learners of almost

English centers in Vietnam, the same in Language Link. Correlation between teaching quality
and general satisfaction about Language Link (including servicing attitude, facility, quality
education, fees) is shown clearly. The positive correlation is 0.796119. In this case, the
coefficient of determination, r2 would be 0. 6338, meaning that 63.38 % of variations in quality
of Language Link in general could be explained by variations in course and teaching quality,
leaving 37.62 % of variations to be explained by other factors (such as content of lecture, fee,
and facility, etc). The figure is remarkably high, so we can believe in its accuracy. So we can
claim that there is close correlation between learners’ expectation about the course/teaching
quality and general satisfaction with all kinds of services (including servicing attitude, facility,
quality education, fees) provided by Language Link. So, from the results collected about
teaching quality and courses quality, we can predict the results about general satisfaction. We
can base on points that appear on above chart to affirm the correlation. Almost points lie around
the trend line and there are only some points that lie far from the trend line. This trend shows that
customer’s general satisfaction is highly dependent on teaching quality and courses’ quality.
As we know that the courses and teaching quality depend on content of lectures, teaching
methods and teacher’s education standards. These areas are covered and applied by Language
Link. According to Mr Gavan Iacono - CEO of Language Link said that their successful key is
78
training program and international education standards (Dantri, 2009). This is factor that impacts
learner’s expectation. Because Language Link understood that learners will assess well for their
center if the center can help them improve their English skills by its teaching quality. This is the
key to decide customer’s satisfaction of Language Link.
The correlation is high for the above issues so that the method of increasing center’s
course and teaching quality should be applied. Content of lectures need to be more various.
Activities in studying process need using frequently. In short, beside meeting leaner’s
expectation, Language Link should help their learners develop and complete other skills such as
team –work, team building skills and so on. From this point, they will interest in the course and
their satisfaction will be higher.
7. Coefficient of correlation between fees and quality of Language Link in general

(question 25 and 26)
Coefficient of correlation: r ¿ - 0.5140; r2 ¿ 0, 2642 (Expression by percentage 26.42%)
Equation of trend line: y= - 0.441x+8.906
10
8
f(x) = − 0.44 x + 8.91
7
0
1 2 3 4 5 6 7 8 9 10 11
Scatter Graph: Coefficient of correlation between fees and quality of

79
The aim of the scatter above is to assess the correlation between the tuition fees in
Language Link and the satisfaction of the respondents with the services provided by the center.
The coefficient of determination, r2 would be 0. 2642, meaning that only 26.42 % of variations in
quality of Language Link in general could be explained by variations in fees, leaving 73.58 % of
variations to be explained by other factors (such as content of lecture, servicing attitude, and
facility, etc). Specifically, the correlation coefficient is -0.5140 which is negative correlation. It
indicates that low values of one variable are associated with high values of the other and high
values of one variable with low values of the other. Otherwise, -0.5140 is not a high value which
can prove for the strong correlation between these two factors. In particular, the learners who
assess the fee to be cheap will agree that the service quality is good; while the learners who
assess the fee to be expensive will agree that the service quality is poor. The reason for this
problem is that during the course, if the learners are satisfied with teaching quality and other
services provided by the center, they will not care more about the tuition fee. But if the learners
assess that what they receive is not appropriate with what they pay for, they will think that the
fee is expensive. For more evidence, let’s look at percentile of question 25 and 26:
Question 25:
P60 = 6 which means, 60% of correspondents give the mark 6 and under 6 for this question. It
indicates that 60% of them agree that the tuition fees are reasonable and cheap.
Question 26:
P30 = 6 which mean 70% of correspondents give the mark 6 and above 6 for this question. It
indicates that 70% of them satisfied with the service provided by Language Link center.
These two results above contribute to strengthen the negative correlation between the tuition
fees in Language Link and the satisfaction of the respondents with the services provided by the
centers. However, with the question 25 about the tuition fees, P60 = 6, which mean 40% of
respondents give the mark 6 and above 6 for this question which is expensive and very
expensive. This result proves that the Language Link still have to concern more about adjusting
the service quality in order to make the customers satisfied, or else they can reduce the fees to
attract more learners. Presently, Language Link has already had some fees discounts and
scholarships to attract people to study Language Link in long terms, for instance, giving some
discount 10% fees of International Commercial English for learners in February, 2010
80
(Language Link, 2010). In order to improve Language Link’s situation, the centers should uses
scholarship with high values to motivate learners. Moreover, based on the previous part of this
research, many Language Link learners are students and pupils, so they want to have more
discounts for them, Language Link should provide them reasonably and effectively to encourage
them study in long terms.
XI. EVALUATION FACTORS THAT IMPACT TO CUSTOMER’S

GENERAL ASSESSMENT FOR QUALITY OF LANGUAGE LINK
Coefficient of Coefficient of Coefficient of Coefficient of

correlation between correlation between correlation between correlation between
servicing attitude facilities and teaching quality and fees and customer’s
and customer’s customer’s general customer’s general general assessment
general assessment assessment for assessment for for quality of
for quality of quality of Language quality of Language Language Link
Language Link Link (question 14 Link (question 23 (question 25 and 26)
( Question 8 and 26) and 26) and 26)
r ¿ 0.3289 (r2 ¿ r ¿ 0.4830 (r2 ¿ r ¿ 0.7961 r ¿ - 0.5140
0.1081- Expression 0.2334- Expression 19 (r2 ¿ 0.6338- (r2 ¿ 0, 2642
as percentage as percentage Expression as -Expression as
10.81%) 23.34%) percentage 63.38%) percentage 26.42%)
81
70.00%
63.38%
60.00%
50.00%
40.00%
30.00% 26.42%
23.34%
20.00%
10.81%
10.00%
0.00%
8 &26 14&26 23&26 25&26
Chart 23: Factors impact to customer’s general assessment for quality of Language Link
In the survey, we would identify criterions that may be affected factors to customer’s
assessment for Language Link. There are servicing attitude, facilities, teaching quality and fees.
Based on above chart, coefficient of correlation between teaching quality and customer’s general
assessment for quality of Language Link is highest. It occupies 63.38% . This thing expresses
that the center’s teaching quality is main factor to decide learner’s assessment for service that
they are obtained. Teaching quality can be core factor that the centre should focus on.
Likewise, coefficient of correlation between fees and customer’s general assessment for
quality of Language Link is a factor that affect remarkablely. The figure is 26.42%. Although it
is nearly half of teaching quality but Language Link should have concern to it. Moreover,
according to detailed analysis above to the factors, almost respondents’ assessment do not satisfy
with fees the most.
With facilities, its level of influence is quite same as fees. The proporition is 23.34%. In
addition, servicing attitude’s effects for respondents’s general satisfaction is the lowest in the
survey. Coefficient of determination of this factor towards the quality of Language Link is
10.81%. It means that servicing attitude do not have effective too much to assessment of
customers about Language Link.
82
XII. RESULTS OF INTERVIEW
The results from the interview
The face-to-face interview is carried out with 10 customers who are studying in the Language
Link. There are two 10 years-old customers, two 16 year-old customers, two 18 year-old
customers, two 22 year-old customers and two 28 year-old customers who participate in the
interview. They are asked to give the recommendations for the Language Link’s improvement.
The interview lasts 5 minutes and the participator’s answer will be recorded. Besides, some of
the interview is filmed in order to make the interview more interesting and precise.
Basing on the recommendation of the customers, the centre can find a way to improve the quality
of education, servicing attitude, facility and fees.
The education quality is the most important part which the customers would like to suggest
because it influences directly on their assessment of the centre in general. 4 over 10 learners
suggest that the centre should Language Link should pay attention to create more training
program to improve the education quality of the teachers to make the learners feel secure when
learning in the center. Moreover before each course, the management should come up with
specific plan to arrange teachers for each class in order to avoid problem of changing teachers.
According to some solution above, hopefully, Language Link can gain more support from the
customers.
Beside the education quality, during the interview, the learners also suggest some specific
recommendation about other issues. One of them is about the attitude of receptionists and guard.
3 over 10 recommend that they should be more enthusiastic in order to create a good impression
with the learners. Moreover, the quality of facility is also mentioned by 2 interviewees that
center’s equipment needs putting under warranty in order assure the good quality.
With the aim of developing customers’ awareness about Language Link, the center should use
effective promotion strategy to attract customers. It’s the reason why, there are 3 opinions of the
interviewees who comment that the center should have more scholarship award program to
motivate the learners during the studying process. Moreover it also helps recruit the attraction of
other learner to come to the center.
83
To understand more clearly about customer’s needs and wants, half of learners suggest that
Language Link should have some suggestion mailboxes to collect learner’s opinions to carry out
some action plan in order to resolve particular problems.
84
XIII. RECOMMENDATION
Based on all the information in previous part of this research, it is suggested that
Language Link Hanoi should come up with some specific action plans to resolve problems as
well as improve Language Link’s service. According to the results of this research, teaching
quality has big influences to customer’s awareness about Language Link’s services. So,
Language Link needs to focus on the factor frequently. In addition, to build the center becomes
better, the center should have concerns to some other factors such as serving attitude, facilities or
fees.
Firstly, the centre might also help the teachers improve their skills and knowledge in
pedagogic field in order to ensure highest qualifications of the teachers as well as the quality of
the course. Besides, Language Link is recommended to motivate the teacher to work hard by
incentive and rewards. Before each course, the management can come up with specific plan to
arrange teachers for each class in order to avoid problem of changing teachers. According to
some solution above, hopefully, Language Link can gain more support from the customers.
Language Link could pay attention to create more training program to improve the
education quality of the teachers to make the learners feel secure when learning in the center.
Besides meeting leaner’s expectation, Language Link should help their learners develop
and complete other skills such as team –work, team building skills and so on. From this point,
they will interest in the lectures and their satisfaction is higher.
To be the top foreign English training organization, Language Link should do the survey
in order to identify the actual wants and needs of Vietnamese learners in order to improve the
content of the course as well as help the learners develop their English skills better. However, the
most important thing is teacher’s knowledge about learners’ weaknesses and strengths. Since,
they will be easier to design good lectures. On the other hand, Language Link should have
various activities in studying processes to stimulate learners.
Secondly, the center should use scholarship with high values to motivate learners.
Moreover, based on the previous part of this research, many Language Link learners are students
and pupils, so they want to have more discounts for them. And based on the research, it can be
seen that in one of factors that be assessed the worst is fees. Vietnamese’s life quality can be
85
reasons that lead to the assessment. Therefore, Language Link should improve education quality
to correspond with values of money that learners had to pay. Language Link should provide
them reasonably and effectively to encourage them study in long terms.
Thirdly, to improve the receptionist’s ability, Language Link should produce some
training courses for communicate with people and the public, media better. These training
courses have to focus on how to make a first impression people remember, learn how to direct
calls correctly, how to develop strategies for dealing with difficult people and situations, develop
effective listening skills and focus on customer care.
Finally, to improve the facility of Language Link, the centers need to modernize all the
facilities every five years to meet the entire learner’s requirement in international standard.
Besides, Language Link needs to focus on number of students in class. The centre should
continue to maintain number of leaner in each class.
In short, besides current foundation and development of Language Link, it will be

necessary for Language Link to seek to training demands and market of Vietnam. Since, it helps
the center be easier to apply their models and teaching methods in Vietnam.
86
XIV. CONCLUSION
The survey concludes result that customers’ awareness to Language Link’s service is
quite good. Although fees of centre are assessed is high, but anyhow the center’s teaching quality
is good. So, almost customer’s assessments is showed from nomal level to good level in general
for items.
Based above analysis for survey’s results, we can see that the center’s teaching quality is always
remarkable element that effects customer’s awareness for general satisfaction about the center.
The respondents express different opinions however, almost of them states that teaching
quality’s elements is marked from normal level to good level. The elements are content of
lectures, teacher’s education standards, activites in studying processes and so on. In fact,
teaching quality impacts to English improvement speed of leaners so almost of them have
concerns to the fator.Likewise, fees has influences to customer’s awareness about the center.
Almost of respondents think that tuition discount and scholarship awards is normal level in their
awareness. Besides, the center’s fees is quite expensive.For facilites, the results expresses that
Language Link’s facilties are good. Classrooms, equipment, references books and so on are
obtained customer’s good assessments. The factor can have impacts to customer’s awarenesses
for general satisafction about the center if the center’s facilties is not good. Finally, Language
Link’s serving attitude has good assessments. The result shows that leaners have satifaction
about receptionists’responses.
87
XV. REFERENCES
BPP Professional Education, (2004). Business Decision Making. 1st edition. London:
BPP Professional Education.
Dantri (2009). Language Link - Cầu nối tới những thành công mang tầm quốc tế
[online]. [cited 24 May 2010]. Available at: http://dantri.com.vn/c25/s146-326302/language-
link-cau-noi-toi-nhung-thanh-cong-mang-tam-quoc-te.htm
Dantri (n.d) . Trung tâm thông tin tư liệu khu vực (library centre) [online]. [cited 24 May
2010]. Available at: http://www.vnseameo.org/vi/?id=15
Hanh phuc gia dinh (2009). Language Link - Cầu nối tới những thành công mang tầm
quốc tế [online]. [cited 24 May 2010]. Available at:
http://www.hanhphucgiadinh.vn/News/Cong-viec/2009/5/21/2937.html
Language Link (n.d). Corporate Link services [online]. [cited 21 May 2010]. Available
at: http://www.languagelink.edu.vn/en/corporate-training/corporate-link.html
Language Link (n.d). International foundation year [online]. [cited 21 May 2010].
Available at: http://llv.edu.vn/en/foundation-program/about-the-program.html
Language Link (n.d). Tặng học bổng trị giá 10% học phí khi tham gia khóa học Tiếng
Anh Thương mại Quốc tế [online]. [cited 25 May 2010]. Available at:
http://www.languagelink.edu.vn/vi/uu-dai-hoc-bong/445-tang-hoc-bong-tri-gia-10-hoc-phi-khi-
tham-gia-khoa-hoc-tieng-anh-thuogn-mai-quoc-te.html
Language Link (n.d). Teaching methodology [online]. [cited 23 May 2010]. Available at:
http://www.languagelink.edu.vn/en/corporate-training/teaching-methodology.html
Lucas Detech International Center, 2010. Tầm quan trọng của tiếng Anh khi xin việc làm
[online]. [cited 20 May 2010] Available at: http://www.lucas.edu.vn/detail_message.asp?
lang=1&fold=&SubCatID=784&msgID=1495&tr=0&dr=500
Samuel, P. (2009). The important of research – why we do the research [online]. [cited 20
May 2010]. Available at: http://www.articlesbase.com/self-help-articles/the-importance-of-
research-why-we-do-research-793360.html#ixzz0ou5EyH4s
88
VHO (n.d). Chớ coi thường tiếng ồn ở trường học [online]. [cited 21 May 2010].
Available at: http://www.vho.vn/bv-9215-Cho-coi-thuong-tieng-on-o-truong-hoc
Vnexpress (2010). Phải đóng cửa các trường đại học kém chất lượng [online]. [cited 24
May 2010]. Available at: http://vnexpress.net/GL/Xa-hoi/Giao-duc/2010/04/3BA1AE99/
Appendix A
1.Coefficient of correlation between content of lectures and quality of the cources. (question
8 and question 26).
89
The data will be calculated manually .
Quality of
Servicing Language Link
attitude (x) (y) x*y x² y²
4 1 16 1
4
3 6 9 36
18
7 9.5 49 90.25
66.5
4 6.2 16 38.44
24.8
6 5.4 36 29.16
32.4
5.5 3 30.25 9
16.5
7 6.6 49 43.56
46.2
6 8.1 36 65.61
48.6
5.5 7.5 30.25 56.25
41.25
6 8 36 64
48
6.7 4.2 44.89 17.64
28.14
7.5 8.2 56.25 67.24
61.5
5 7.1 25 50.41
35.5
7 5.5 49 30.25
38.5
7.5 6.8 56.25 46.24
51
8 6.2 64 38.44
49.6
8.5 7.5 72.25 56.25
63.75
5 3.2 25 10.24
16
6 8.4 36 70.56
50.4
5.7 8.9 32.49 79.21
50.73
6 4.5 36 20.25
27
4.8 7.6 23.04 57.76
36.48
8.1 7.2 65.61 51.84
58.32
90
5 6.9 25 47.61
34.5
7 5.1 49 26.01
35.7
9 8.2 81 67.24
73.8
8.5 7.8 72.25 60.84
66.3
5 6.8 25 46.24
34
8 5.1 64 26.01
40.8
3.5 4.1 12.25 16.81
14.35
6.7 7.3 44.89 53.29
48.91
7.5 4.1 56.25 16.81
30.75
4 7 16 49
28
7 4.5 49 20.25
31.5
5 3.5 25 12.25
17.5
4.5 5 20.25 25
22.5
8 6.5 64 42.25
52
4.2 6 17.64 36
25.2
7 6 49 36
42
7 2.5 49 6.25
17.5
6.8 3.5 46.24 12.25
23.8
7.2 5.7 51.84 32.49
41.04
6.7 5 44.89 25
33.5
5.5 6.1 30.25 37.21
33.55
7 4.5 49 20.25
31.5
9.5 6 90.25 36
57
7 8.5 49 72.25
59.5
6.7 4.5 44.89 20.25
30.15
4.7 7.5 22.09 56.25
35.25
7 8 49 64
56
91
6.5 8.5 42.25 72.25
55.25
9 6 81 36
54
8.5 6 72.25 36
51
8 7 64 49
56
3 5.5 9 30.25
16.5
7.8 6.9 60.84 47.61
53.82
6.7 8 44.89 64
53.6
9 5 81 25
45
8.5 5 72.25 25
42.5
5.1 6.2 26.01 38.44
31.62
6.5 7.2 42.25 51.84
46.8
7 6.4 49 40.96
44.8
6 3.7 36 13.69
22.2
9.5 9 90.25 81
85.5
9.2 8.5 84.64 72.25
78.2
7 8 49 64
56
8 7.3 64 53.29
58.4
3 5 9 25
15
4 7 16 49
28
8.4 6.5 70.56 42.25
54.6
9.5 8 90.25 64
76
6.8 7 46.24 49
47.6
7 8.5 49 72.25
59.5
4 6.5 16 42.25
26
6 8.2 36 67.24
49.2
9 6.7 81 44.89
60.3
8.5 7.9 72.25 62.41
67.15
92
10 8.2 100 67.24
82
9 8.1 81 65.61
72.9
5.5 7.2 30.25 51.84
39.6
8.4 6.5 70.56 42.25
54.6
7 6.7 49 44.89
46.9
4 6.5 16 42.25
26
3 5.1 9 26.01
15.3
7 7.3 49 53.29
51.1
6 8 36 64
48
8.5 7 72.25 49
59.5
4 7.1 16 50.41
28.4
5.5 8.4 30.25 70.56
46.2
9.5 8 90.25 64
76
8 8 64 64
64
8.5 7.1 72.25 50.41
60.35
4.5 6.2 20.25 38.44
27.9
9 7.5 81 56.25
67.5
10 8.3 100 68.89
83
9.5 9 90.25 81
85.5
7 8 49 64
56
3.5 6.5 12.25 42.25
22.75
4.5 4 20.25 16
18
7 5 49 25
35
Σx=665.2 Σy=651.5 Σx*y=4,430.81 Σx²=4,753 Σy²=4,509.87
93
94
Appendix B: Meeting Sheets
MINUTES OF THE MEETING

BUSINESS DECISION MAKING
Minutes of the 1st meeting of Clover group was held at Banking Academy ITP room 501
last Friday, 9 April 2010 at exactly 7h30’ in the morning.
Members who attended the meeting are as follows
1. Nguyen Thi Mai Anh- Emy (class E)
2. Le Thi Hoai Tho- Jane (class E)
3. Vu Thi Lan Huong- Michelle (class E)
4. Bui Thi Thu Trang- Lindsey (class E)
5. Le Thi Thanh Hoa- Lillian (class F)
6. Phung Thi Mai Huong- Alexis (class E)
Nobody was absent in the meeting. The meeting’s purpose was to design questionnaire to survey.
- Firstly, we read again the scenario of assignment carefully. Then we can analysis the
question and take note the main idea has relate to question. From that point, we can
design questionnaire easier.
- Secondly, we chose to divide 5 parts in questionnaire based on the main idea above such
as: demographic information, servicing attitude, facility, education quality and fees. The
most important part is education quality, hence we did other part first, then we would
focus education quality later.
+ To demographic information part, we used basic questions (gender, age, etc) based on
the advice of lecturer, and tutor.
+ To servicing attitude, we search in internet and found some matter has relate with it
such as: behavior of receptionist, the space of Language Link, etc
+ To facility part, we focused the environment, equipment in this centre
+ To fees part, we concern the matter of reward in course, the assessment about fee.
95
Problems encountered
1. The expression of idea is not clear, it’s hard to explain for other members, then some
members would misunderstand
2. The conflict when we design questions
3. We want to design many questions, but some questions didn’t reasonable
Solutions applied to the problems

1. Listen carefully and try to help other members express idea, then improve member’s idea
2. Read again all question we did and reject unnecessary question.
Next plan to do
1. We will review the all the questions we designed
2. We will start working on education quality part to complete questionnaire
The meeting was adjourned at exactly eleven thirty o’clock in the morning.
Prepared by: Noted and approved by
Michelle Mrs. Mary Esmenda
96
nd
Minutes of the 2 meeting of Clover group was held at Banking Academy ITP room 501
last Saturday, 10 April 2010 at exactly eight o’clock in the morning.

Nobody was absent in the meeting. The meeting’s purpose was to design the rest of
questionnaire from last day.
- Firstly, we read again the questions of parts which we complete to ensure don’t have
mistake in our question. Then, we corrected format of question
- Secondly, we began to design question of education quality. We concern the matters such
as:
+ The initial test
+ The activities in class
+ The improvement speed of learner
+ The content of lecture
+ The teachers’ qualification
- To get more information, we research more in internet, log on Language Link’s home
page to find more matter has relate with education quality
97
1. We need read a lot information in internet to get more information
2. The conflict we have when design question and correct questions

1. Listen carefully and try to help other members express idea, then correct member’s idea,
explain carefully when the idea of members is not right
2. Read again all question we did and reject unnecessary question.
Next plan to do
1. We will review the all the questions we designed
The meeting was adjourned at exactly eleven thirty o’clock in the morning.

98
Minutes of the 3rd meeting of Clover group was held at Emy’s house last Sarturday, 24
April 2010 at exactly 2 o’clock in the afternoon.
Nobody was absent in the meeting. The meeting’s purpose was to revise questionnaire.
- Based on the result we received from lecture Mary and tutor Hanh, we need to revise
questionnaire.
- We listed all the problem of our questions. There are: too much marking questions, kinds
of question isn’t various.
- We changed kinds of question, change the way to express question.
1. The difficulties when we fixed questionnaire
1. We need read course book to find various kinds of questionnaire
Next plan to do
1. Contact with all branches of Language Link to get the agreement for carry out survey
The meeting was adjourned at exactly five o’clock in the morning.
Michelle Mrs. Mary Esmend
99
Minutes of the 4th meeting of Clover group was held at Emy’s house last Sunday, 25 April
2010 at exactly four thirty o’clock in the afternoon.
Nobody was absent in the meeting. The meeting’s purpose was to contact branches of centre to
get permission to carry out survey.
- We prepare and wear formally, then we divide 3 small group to go to 3 branches of
Language Links (Cat Linh, Dai Co Viet, Lang Ha)
- In 3 branches, the receptionist didn’t accept us carry out the survey without introduction
letter of Banking Academy.
- Hence we need introduction letter from university and we can carry out survey.
1. Didn’t prepare the introduction letter
2. On Sunday, the university didn’t work then we wouldn’t have the letter soon to do survey
1. We ask the help from lecture and she helped us to inform with manager of ITP
Next plan to do
1. Carry out survey after having introduction letter, then collect the result from survey.
The meeting was adjourned at exactly five thirty o’clock in the afternoon.
100
Minutes of the 5th meeting of Clover group was held at Banking Academy ITP room B1 last
Friday, 26 April 2010 at exactly 9 o’clock in the morning.

Nobody was absent in the meeting. The meeting’s purpose was asking the introduction letter.
- When we went to office, the manager of ITP didn’t agree to give us introduction letter.
She said that she need collect all the questionnaire to check, then she will give us
introduction letter
- After that, we sent mail our questionnaire for my lecture, then wait until we received the
introduction letter.
1. Didn’t know the process to receive introduction letter from manager of ITP
1. We ask the help from lecture and she will collect letter to help us have introduction letter
Next plan to do
The meeting was adjourned at exactly ten thirty o’clock in the morning.
101
Tuesday, 27 April 2010 at exactly five thirty o’clock in the afternoon.
Nobody was absent in the meeting. The meeting’s purpose was carried out the survey in
Language Link.
- Firstly, we copied the introduction letter to 3 papers, then each small group in our group
can have it and give it to receptionist
- Secondly, we divide 120 questionnaire for each small group (because we worried some
learners won’t answer all of question in our questionnaire)
- After that, each group will go to each baranches of Language Link and carry out our
survey.
2. Didn’t know the process to receive introduction letter from manager of ITP
2. We ask the help from lecture and she will collect letter to help us have introduction letter
Next plan to do
The meeting was adjourned at exactly seven o’clock in the afternoon
102
Tuesday, 4 May 2010 at exactly five thirty o’clock in the afternoon.
Nobody was absent in the meeting. The meeting’s purpose was completed task 1 of BDM
assignment 1
- Firstly, we review the scenario and the requirement of task 1. After that, we listed out all
of requirement to see clearly what we should do first.
- Based on the questions, we need to prepare a plan, choose sampling method, and give
purpose of questionnaire
- Because of we did questionnaire before write this plan, from our experience we had, we
can prepare the plan easier
- To choose sampling method, we read course book again, and tips of our lecture, then we
can choose and explain reason why we choose that sampling
- Because we divide our questionnaire to 5 small parts which talk about each of matter of
Language Link. Then based on these parts, we can give the purpose easier and quicker.
1. Conflict when we choose the sampling method
103
1. After asking lecture and tutor, we will solve this conflict and choose best sampling
method for our survey.
Next plan to do
1. Collected data from survey and count frequency distribution.
The meeting was adjourned at exactly seven o’clock in the afternoon
104
Minutes of the 8th meeting of Clover group was held at Emy’s house last Tuesday, 8 May
2010 at exactly two o’clock in the afternoon.

Nobody was absent in the meeting. The meeting’s purpose was count frequency distribution.
- With the data we collected from 3 branches, from our friend or relative, we began to
count frequency distribution.
- In the beginning, Lillian and Alexis thought we need to count frequency distribution
manually. However, Jane and Michelle guide that we can use Excel to help count faster.
- Then we can draw table from these data.
1. There are many data from 100 respondents, we sometimes might count wrongly
2. We only did 3/4 the data and draw table
1. We created 3 small groups; there were two people in a group to check if the results
were the right answers.
2. All members calculated all the data of 100 respondents again before drawing the
table.
Next plan to do
105
1. We will complete the rest of it and fix the format.
The meeting was adjourned at exactly 5 o’clock in the afternoon.
106
Minutes of the 9th meeting of Clover group was held at Emi’s house, 9 May 2010 at exactly
8h30’ in the morning.
Nobody was absent in the meeting. The meeting’s purpose was to collect the data from all
members from the survey.
- We divided all six members to three groups with members were the ones who had
collected the survey together in three different places: 24 Dai Co Viet, 80A Lang Ha and
36 Cat Linh Road (Emi - Lindsey, Jane – Michelle, Alexis – Lillian).
- Each group summarized all data they had get from Language Link learners.
- Then we drew the formal table which included all the data from 100 respondents
4. There are many data of all 26 questions from 100 respondents, we sometimes might
calculate wrongly
1. We created 3 small groups; there were two people in a group to check if the results were
the right answers.
2. All members calculated all the data of 100 respondents again before drawing the table.
Next plan to do
3. We will learn all about cumulative and how to calculate by Excel or manually mean,
mode, median, quartiles, etc and draw ogive based on our data.
107
108
4. Nobody was absent in the meeting. The meeting’s purpose was to learn all about
cumulative and how to calculate by Excel or manually mean, mode, median, quartiles, etc
and draw ogive based on our data.
- We used a formal data in our teacher’s instruction paper to calculate and draw ogive and
graph in order to understand all steps.
- Each person did all the calculation of 6 mark- questions 8, 14, 21, 23, 25 such as mean
deviation, variance which had to be used in this research. Only question 21 done by
Michelle were calculated manually all
5. At first, we did not understand all the calculating part needed, so many results were
calculated wrongly
6. Members had some difficult in drawing table by their own and present data in table like
Clove group’s formal table.
the right answers.
4. We used one final form in question 21 to practice.
109
5. If there are some difficulties in analyzing process, we ask each other without hesitating.
Next plan to do
1. We will learn all about the correlation coefficient and how to calculate data used for that
kind of questions, and the scatter graph method.
110
2. Nobody was absent in the meeting. The meeting’s purpose was to learn all about the
correlation coefficient and how to calculate data used for that kind of questions, and the
scatter graph method.
- We used a formal data in our teacher’s instruction paper to calculate and draw scatter
graph in order to understand all steps.
- Each person did all the calculation of 7 questions 8, 14, 21, 23, 25, 26 for analyzing 6
correlations of the two questions: 8 – 26, 14 – 26, 21 – 26, 23 – 25, 23 – 26, and 25 – 26.
7. At first, we did not understand all the calculating part needed, so many results were
calculated wrongly
8. Members had some difficult in drawing table by their own and present data in table like
Clove group’s formal table and how to analyzing the data
9. We also had some problems in expressing ideas to other members, there are sometime
other members misunderstood them
the right answers.
111
7. We used one final form in paper which analyzed the correlation between 21 and 26 to
practice.
Next plan to do
1. We will finish all the correlation analysis and suggest some recommends for Language
Link in each analysis.
112
Minutes of the 12th meeting of Clover group was held at Banking Academy ITP room 501, 18
May 2010 at exactly 7h30’ in the morning.
2. Nobody was absent in the meeting. The meeting’s purpose was to finish all the
correlation analysis and suggest some recommends for Language Link in each analysis.
- We finished all the analysis process
- All members checked all the result and analyzing paragraphs again to get the right result
10. Members had some difficult in showing their ideas in the analyzing paragraph
9. All of us asked some questions and gave necessary comments to member to analyzing
the data betters
Next plan to do
3. We learn all about how to analyze data based on ogive graphs
The meeting was adjourned at exactly 11.30 in the morning.
113
Minutes of the 13th meeting of Clover group was held at Banking Academy ITP room 501, 20
May 2010 at exactly 7h30’ in the morning.
3. Nobody was absent in the meeting. The meeting’s purpose was to know how to analyze
data based on ogive graphs
- We finished all the analysis process as well as recommends for each analysis paragraphs.
- All members checked all the result and analyzing paragraphs again to get the right result
12. Members had some difficult in showing their ideas in the analyzing paragraph
11. All of us asked some questions and gave necessary comments to member to analyzing
the data betters
Next plan to do
4. Fix all errors in task 1 and crate a formal form for task 1
114
th
Minutes of the 14 meeting of Clover group was held at Emi’s house, 22 May 2010 at exactly
5. Nobody was absent in the meeting. The meeting’s purpose was to fix all errors in task 1
and create a formal form for task 1 based on Professor Mary’s comments.
- Firstly, we read all the comments suggested by Professor Mary and thought come ideas
based on the comments.
- A member typed all the ideas in a Microsoft word file in formal way.
13. All of us asked some questions and gave necessary comments.
14. If we do not understand about ideas process, we ask each other without hesitating.
15. All members checked grammar and all the ideas again.
Next plan to do
6. Fix all wrong answers in task 2, and 3 about correlation after receiving Profession Mary’s
comment paper on task 2 and 3.
The meeting was adjourned at exactly 3 o’ clock in the afternoon.
115
Minutes of the 15th meeting of Clover group was held at Emi’s house at exactly 8h30’ in the
morning on 23 May, 2010.
7. Nobody was absent in the meeting. The meeting’s purpose was to fix all wrong answers
in task 2, and 3 about correlation after receiving Profession Mary’s comment paper on
task 2 and 3.
- Firstly, we read all the comments suggested by Professor Mary and thought come ideas
based on the comments.
- Secondly, a member typed all the ideas in a Microsoft word file in formal way.
- Thirdly, we drew the entire scatter graph again based on Mrs. Mary’s instruction.
- Lastly, we calculated correlation coefficient (r2) of six correlations and analyze them.
16. Sometimes, some results were not correct because of mistaking in calculating process.
16. All of us asked some questions and gave necessary comments.
18. All members checked grammar and all calculating process together.
Next plan to do
116
8. We will write introduction, executive summary, and correct the structure of the whole
report.
Jane Mrs. Mary Esmenda
117
Minutes of the 16th meeting of Clover group was held at Banking Academy ITP room 501 at
exactly 7h30’ in the morning on 24 May, 2010.
9. Nobody was absent in the meeting. The meeting’s purpose was to write introduction,
executive summary, and correct the structure of the whole report.
- We read all Professor Mary’s instructor paper about this part and tutor’s instructor.
- Two members typed all the ideas in a Microsoft word file in formal way for introduction
and executive summary.
- All members corrected the structure of the whole report together.
other members misunderstood them.
19. All of us asked some questions and gave necessary comments in structure form of the
whole report.
21. All members checked grammar of the report and introduction and executive summary
together to prevent misunderstanding for viewers.
Next plan to do
118
10. We will revise all data and information about these questions 8, 14, 21, 23, 25, 26
connected to cumulative parts
11. We will write brief conclusion and recommendations of the whole report.
119
Minutes of the final meeting of Clover group was held at Banking Academy ITP room 501 at
exactly 7h30’ in the morning on 25 May, 2010.
12. Nobody was absent in the meeting. The meeting’s purpose was to revise all data and
information about these questions 8, 14, 21, 23, 25, 26 connected to cumulative parts and
write brief conclusion and recommendations of the whole report as well as the table of
contents and the reference lists.
- We read all Professor Mary’s instructor paper about cumulative and tutor’s instructor
again.
- We read the comments on our draft form for commutative part.
- Two members typed all the ideas in a Microsoft word file in formal way for
recommendation and conclusion.
- All members corrected the grammar and the structure of the whole report together again
with all the items which we had finish on 25 May, 2010.
- Leader wrote the table of contents and all member summarized the reference lists of the
report and write reference part.
120
other members misunderstood them.

22. All of us asked some questions and gave necessary comments in structure form of the
whole report.
24. All members checked grammar of the report to prevent misunderstanding for viewers.
121

Research On Customer Satisfaction of Language Link in Hanoi

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Research On Customer Satisfaction of Language Link in Hanoi

Uploaded by

Copyright:

Available Formats

TABLE OF CONTENT

According to Samuel (2009), research is designed to solve particular existing problems

This research is made to find out customer’s awareness of Language Link’s

I.1. Research Objective

We decided to do this project in order to gather information about the customers’

I.2. Research Plan

Primary Data Secondary Data

Questionnaire Interview Internet research

Date-Time - Jane – Michelle: - Jane – Michelle: - Jane: collect information

Primary data Secondary data

- Prepare 27 - The interviews - Based on the comments of

Advantages - Receive exact - Can be able to - Quick, easy to obtain

- Time-consuming - Time – - Untrustworthy sources

II. Research Methodology

II.1. Research Instruments

II.2.Questionnaire and the purpose of questionnaire

Questionnaires Purposes of questionnaires

1-Which age group are you in? Find demographic information,

8- In general, I am satisfied servicing attitude in This is the main question to assess

18-The number of students in class is reasonable Evaluate the arrangement of class in

8-10: Strong agree 6-8: Agree 4-6: Normal 2-4:

8-10: Very expensive 6-8: Expensive 4-6: Reasonable

27- Overall, do you have any recommendation for Seek to customer’s

Question for interview

Question 1: Age group of customers

Question 2: Gender of customers

Question 4: The ways customers know about Language Link

Strongly Agree Normal Disagree Strongly

Question 8: Evaluating about servicing attitude in general

Value Mid point (f) Cumulative frequency

Strongly Agree Normal Disagree Strongly

Question 12: Assessment of the space and area of the classroom

Very large Large Suitable Narrow Very narrow

Question13: Assessment of noise level around classroom

Question 14: Assessment of facilities of Language Link

Value(x) Frequency (f) Cumulative frequency

Question 15: Assessment of the initial test

Question 19: Assessment of activities which support for studying English

Question 20: Assessment of the speed of customer’s English improvement

Value (f) Cumulative frequency

Question 22: Assessment about qualification of teachers meet

Value(x) Frequency (f) Cumulative frequency

Question 23: Assessment about teaching quality in general

Value Frequency Cumulative frequency

Question 24: Assessment of attraction of promotion strategies in

Question 26: Assessment about Language Link in general

Value (x) Frequency Cumulative frequency

Age group of customers

Age group of customers

Chart 1: Age group in which respondents are

Question 2: Gender of customers

Chart 2: Genders of respondents

Chart 3: Occupation of customers

Student and pupil’s age group

Student and pupil's age group

Chart 4: Student and pupil’s age group

According to statistic of Ministry of Education after evaluating 59 big universities in Viet

Question 4: The ways customers know about Language Link

Chart 5: The ways customers know about Language Link

Chart 6: Customer’s opinions about servicing attitude in Language Link.

Question 5: Language Link’s location

Question 6: Parking place

Question 7: The response of Strongly Agree Normal Disagree Strongly