The study intended to fill the research gap related to academic attrition by identifying factors contributing to learners' attrition at English language institutes (ELIs). Given the classification of voluntary and compulsory attrition factors, attempts were made to dete
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The study intended to fill the research gap related to academic attrition by identifying factors contributing to learners' attrition at English language institutes (ELIs). Given the classification of voluntary and compulsory attrition factors, attempts were made to determine which of these two sets of pressures could predict the attrition decision of EFL learners at ELIs. To this end, 148 enrolled students (81 males and 67 females) from seven ELIs participated in this research. Based on their self-reported proficiency accounts, the participants were considered beginner, pre-intermediate, and intermediate-level students. They completed the survey response online via Google forms, a computer-generated web-based program. Results based on hierarchical regression analysis indicated that the voluntary variables could contribute more to the predictive model for student attrition at ELIs than the compulsory factors. More specifically, the attrition decisions were more conscious and firmer for ELI students with a lower level of motivation for academic success, satisfaction with the quality of education, and satisfaction with instructors. However, the analysis did not find satisfaction with the institute environment and social integration in the institute as predictors of attrition decisions. This study concludes that voluntary pressures among ELI students are the most important predictors of attrition decisions.
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