<![CDATA[Most previous studies have focused on overall course satisfaction or general teaching effectiveness, providing limited evidence regarding which specific instructional components are most strongly associated with students’ learning experiences. However, limited research has examined how specific instructional components relate to student satisfaction in EFL writing courses. This study investigated the relationships between instructional components and student satisfaction in an undergraduate EFL writing course at a Cambodian university, using Expectancy-Disconfirmation Theory as an interpretive framework. Employing a descriptive correlational design, questionnaire data were collected from 123 undergraduate students and analyzed using descriptive statistics and Pearson correlation analysis. The findings revealed a generally high level of student satisfaction, with all five instructional dimensions showing positive associations with overall satisfaction, although the strength of these relationships varied. Expectancy-Disconfirmation (r = .882) and Interaction and Support (r = .838) showed the strongest observed associations, while other instructional dimensions also demonstrated positive relationships with satisfaction. The study contributes context-specific evidence to the limited literature on student satisfaction in Cambodian higher education and offers practical implications for instructors and course designers, particularly regarding structured feedback practices, peer-learning opportunities, timely instructional support, and clearer alignment between assignments and course objectives.]]>
