10.57647/jals.2025.0501.08

Student Attrition at English Language Institutes: An Explanatory Case Study

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  • Shabnam Ettehad1,
  • Masoud Zoghi*1,
  • Hanyieh Davatgary Asl1,
  1. Department of ELT, Ah.C., Islamic Azad University, Ahar, Iran

Received: 2025-06-08

Revised: 2025-08-13

Accepted: 2025-08-16

Published in Issue 2025-09-30

Copyright (c) 2025 Shabnam Ettehad, Masoud Zoghi, Hanyieh Davatgary Asl (Author)

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

Ettehad, S., Zoghi, M., & Davatgary Asl, H. (2025). Student Attrition at English Language Institutes: An Explanatory Case Study. Journal of Applied Linguistics Studies, 5(1). https://doi.org/10.57647/jals.2025.0501.08
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Abstract

Although the number of students attending English language institutes (ELIs) is rising, many students withdraw from courses before completion. Student attrition is typically attributed to two categories of factors, i.e., compulsory and voluntary factors. However, little is known about the reasons for student attrition at ELIs. Drawing on an explanatory case study, we conduced in-depth, semi-structured, on-line interviews with 20 dis-enrolled students who could not complete their courses. Results based on the qualitative content analysis approach revealed three main themes that contribute to student attrition at ELIs - (i) "Dissatisfaction with Quality of Study Programs", (ii) "Academic Demotivation", and (iii) "Dissatisfaction with Instructors". We discuss the study's implications for practice, and several directions for future research. Ultimately, we conclude that ELIs need to redefine their student profiles in light of 21st century-born students as most institutes do not seem to be Generation-Allpha ready.

Keywords

  • English language institutes (ELIs), dis-enrolled students, drop out, student attrition
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