INTRODUCTION
Background of the study
Learning English offers numerous advantages, as it is the most widely spoken language globally Mastering English not only enhances job prospects but also facilitates a deeper understanding of diverse cultures As Nelson Mandela wisely noted, communicating in someone's own language resonates with their heart, highlighting the importance of language in fostering connections.
Globalization has given rise to a new class of individuals known as "cosmopolites," who possess a global strategic vision and engage in international collaboration To thrive as a global citizen, mastering key tools is essential, particularly English and information technology With proficiency in these areas, along with their expertise, individuals can seamlessly integrate into the global landscape and capitalize on the vast opportunities available through the wealth of information online.
Fluency in English is crucial for students, as it serves as a vital "soft skill" alongside academic qualifications, significantly impacting future career opportunities Moreover, proficiency in English is essential for securing scholarships for studying abroad, as many employers prioritize candidates with strong English communication skills.
Ho Chi Minh City boasts a vast and diverse array of foreign language centers, leading to intense competition among them While the training of human resources and enhancement of knowledge are crucial, many centers prioritize profit over quality, resulting in marketing hype that often overshadows the actual training effectiveness and responsiveness to customer needs For managers, grasping customer requirements is essential to navigate this competitive landscape and improve service delivery This research aims to address these challenges and provide insights into customer needs within the language training sector.
“Determinant factors of students’ decisions on choosing an English center” was chosen to study
Research Objectives and research questions
This research analyzes the factors influencing students' decision-making when selecting an English center and evaluates the impact of each factor on their choices Based on these findings, the study proposes strategies to innovate and enhance training quality, aiming to establish a competitive foreign language center.
Thus, having the objectives achieved, the research will then proceed to answer the following questions:
1 What are the factors affecting student’s decision to choose an English school?
2 How do these factors affect student’s decision to choose an English school?
3 What is the implication for an English school?
Research Subjects
Research subject: a focus on studying the factors affecting the decision to choose a school to learn English
The survey targeted students aged 18 and older enrolled in foreign language centers, as this age group possesses the necessary psychological maturity, abilities, knowledge, and life experience to make informed and independent decisions regarding their choice of English language schools in Ho Chi Minh City.
Research Methodology
Research conducted through qualitative method and quantitative method:
Qualitative method includes: analysis, comparison, synthesis, statistics, description, expert methods and sociological investigation methods
Quantitative method : using SPSS 23 to:
- Check the reliability of the scale through Cronbach’s Alpha analysis
- Exploratory factor analysis: Bartlett's test of sphericity, KMO (Kaiser- Mayer-Olkin) coefficient to consider EFA's suitability
- Pearson correlation analysis between factors
- Regression analysis to identify linear regression models.
The scope of research
In Ho Chi Minh City, five prominent foreign language centers stand out: the Vietnam – USA Society – The English (VUS), ILA English Center, Outerspace Language School, the English Center of HCMC University of Education, and the English Center of Saigon University These institutions include both private centers like VUS, ILA, and Outerspace, as well as public centers affiliated with local universities ILA English Center is notable for being 100% foreign-owned, boasting over 30,000 students across 12 campuses and a team of more than 450 foreign lecturers VUS operates 15 facilities throughout the city, serving between 25,000 to 30,000 students, supported by nearly 1,000 foreign and Vietnamese teachers Outerspace Language School has gained recognition for its unique approach to language education.
The Reflection Method offers rapid results in language acquisition and is implemented across 19 campuses, attracting over 10,000 students The Foreign Language Center of Ho Chi Minh City University of Education and Saigon University stands out for its affordable tuition and emphasis on grammar and writing skills Research data was gathered through student interviews conducted via Google Forms in July 2020, highlighting the effectiveness of these centers in enhancing language proficiency.
The structure
Introducing the urgency of the topic, research objectives, subjects and scope of research, research methods and contributions of the topic
This chapter establishes a theoretical foundation for understanding student motivation and learning needs, while also summarizing the research model that examines the factors influencing students' school choices Building on existing theories and research, the study aims to propose a model that explores the key elements impacting students' decision-making processes.
This chapter focuses on the research methods that will be used in the topic to test scales and models along with the research hypotheses that underlie chapter 2
The main content of the chapter is to conduct research, analysis and give specific results related to the student's choice
Chapter 5 Discussion of research results and some implications
This final chapter summarizes the overall findings, shortcomings, and limitations identified in Chapter 3, while also offering insights for enhancing the quality of education services at English language centers.
LITERATURE REVIEW
Definition
2.1.1 Decision to buy products or services
Decision making involves selecting the best option from available choices by evaluating both the positive and negative aspects of each alternative To make effective decisions, one must anticipate the outcomes of each option and weigh all considerations carefully This cognitive process ultimately leads to a chosen belief or action, resulting in a final decision that may suggest a specific course of action.
The decision-making process for purchasing a product or selecting a service involves several key steps: identifying the problem, gathering information, evaluating alternatives, making a decision, and assessing behavior after the decision (Kotler & Armstrong, 2012).
The decision-making process for purchasing a product or service begins when customers recognize a problem or need, driven by internal desires or external influences They perceive a gap between their current situation and their ideal state, with physiological needs being easily identifiable As these needs intensify, they create a strong motivation to act Additionally, external stimuli, such as peer interactions, can shape and amplify these needs, as seen when a recent university graduate, influenced by friends, feels compelled to pursue opportunities despite initially having no intention to further their education.
When in need, customers will start searching for information about it Therefore, this is the stage that marketers need to make more efforts to provide information to
Searching for information is a proactive effort that enables individuals to manage their internal knowledge and awareness, while also facilitating the collection of data from their external environment.
When a need arises, individuals search for internal information, relying on their cognitive abilities to recall relevant knowledge for decision-making This often involves reflecting on past purchases and service selections to inform future choices However, if internal information is insufficient or ineffective, seeking external information becomes essential, as it can significantly influence shopping behaviors and service selection.
Evaluation criteria are the unique characteristics of products and services that customers consider essential to fulfilling their needs These criteria can vary even for similar benefits, as individuals assess features based on their personal preferences, priorities, overall satisfaction, and the reputation of suppliers Ultimately, each customer's evaluation is influenced by their hobbies, requirements, values, and budget.
Deciding to buy products or services
When assessing various options, customers weigh the advantages and disadvantages of each choice to select the supplier that best meets their needs This decision is driven by the benefits they seek and the supplier's capability to deliver those benefits effectively.
Post-purchase behavior reflects customers' satisfaction or dissatisfaction with their chosen products and services Satisfied customers are likely to remain loyal to the provider and recommend it to others Conversely, dissatisfied customers may seek compensation, file complaints, cease purchases, or share their negative experiences with others.
According to the regulation on organization and operation of foreign language and informatics centers (Issued together with Decision No 31/2007 / QD-BGDDT of June 4,
In 2007, the Minister of Education and Training established the Foreign Language and Informatics Center as a specialized continuing education institution within the national education system This center focuses on training in foreign languages and information technology, possessing legal status, an official seal, and a bank account.
A foreign language center serves as a specialized continuing education institution focused on training and retraining individuals in foreign languages within the national education system This center operates as a legal entity, equipped with its own stamp and bank account.
Features of the foreign language center
The foreign language center is dedicated to training and enhancing foreign language skills through various methods, including learning, working, distance learning, and self-study with guidance It offers diverse and flexible learning options, along with convenient services, aimed at elevating the intellectual capacity of individuals By improving foreign language proficiency, the center addresses the growing demand for skilled human resources essential for the country's industrialization and modernization efforts.
Foreign language centers implement these educational programs:
Language programs at level A, B, C, other foreign language training programs to meet the needs of learners, perform other jobs related to foreign languages such as translating and interpreting
Organizing examination and certification for students of centers who have completed the program according to the regulations of the Ministry of Education and Training
Link with foreign language centers and facilities to organize training, fostering, testing and providing foreign language certificates
Research, review, draw experience on the organization and operation of the center, in order to improve the quality of foreign language training and fostering
Thus, it can be seen that the foreign language center is one of the educational institutions in the national education system of Vietnam Is education a commodity?
Whether or not there is an education market? These are the big questions of Vietnamese education, many seminars and debates have happened
Education, as noted by Vu Quang Viet (2007), is a unique product that serves as a catalyst for enhancing future wealth generation Like other consumer services, education is an intangible product that can be consumed instantly; however, it possesses distinct attributes that set it apart from typical services.
Personal knowledge can be transformed into knowledge capital, possessing a unique social feature that distinguishes it from other products This characteristic classifies it as a public good, highlighting its collective value beyond individual ownership.
The current trend in educational policy is shifting towards the socialization of education, transforming it from a purely public commodity into one that shares characteristics with private goods This evolution has led to the emergence of non-public education services designed to cater to the diverse needs of learners Despite ongoing debates and inconsistencies, it is evident that schools, embracing a learner-centered approach, should prioritize students as the primary recipients of educational services Concurrently, many students now view educational offerings as commodities, emphasizing their right to select institutions that provide high-quality services tailored to their individual preferences.
Literature review
Consumer behavior, as defined by Kotler and Keller (2001), involves studying how individuals, groups, and organizations buy and dispose of goods, services, ideas, or experiences to satisfy their needs and wants Schiffman and Kanuk (2000) emphasize that this theory focuses on the choices people make regarding the allocation of their resources, such as time and money, in the selection, acquisition, use, and disposal of products and services Ultimately, consumer behavior aims to understand the factors influencing how, what, when, and why consumers engage in purchasing decisions to ensure a satisfying experience with the products and services they choose.
“The following model is comprised of three major factors: (1) Marketing and other stimuli, (2) Customer Black Box (consumers characteristics and buying decision process), and (3) Buyer responses.”
When making a purchase, consumers encounter two main types of stimuli: marketing stimuli and environmental factors Marketers strategically use the marketing mix, known as the 4Ps, to deliver product information that influences consumer decisions Additionally, environmental stimuli, including economic, technological, political, and cultural factors, play a significant role in shaping consumer behavior.
Consumers process information about products and services through a "consumer black box," which encompasses their characteristics and buying decision processes Key determinants in this process include cultural, social, and personal factors, all of which significantly influence purchasing decisions Personal factors, such as buying tendencies, spending patterns, and individual tastes or hobbies, play a crucial role in whether consumers choose to buy a product Therefore, it is essential for products and services to align with consumers' spending habits and preferences to drive sales.
Cultural factors, including beliefs, moral values, traditions, laws, and language, play a crucial role in consumer behavior and purchasing decisions This is why many multinational companies adopt the strategy of "think globally, act locally." Cultural differences across countries mean that a product's success in one market does not guarantee the same results in another unless it aligns with the local culture Understanding and adapting to these cultural nuances is essential for effective marketing and sales.
Consumers undergo a five-stage buying decision process after being exposed to product information and its compatibility This process includes: (1) Problem recognition, where the need for a product is identified; (2) Information search, where consumers gather relevant details; (3) Evaluation of alternatives, where different options are compared; (4) Purchase decision, where the final choice is made; and (5) Post-purchase evaluation, where consumers reflect on their purchase experience.
This is the stage where the customer recognizes a problem or need for a specific product in the market
When a customer shows interest in a product that meets their needs, they typically seek additional information from various sources These sources include personal recommendations from family, friends, and neighbors, commercial insights from advertising and sales representatives, and public information such as mass media and product reviews.
Once customers have access to the desired product information, they begin exploring alternatives for comparison At this stage, various brands are taken into account, as customers typically assess product options based on attributes, specifications, and overall satisfaction.
At this crucial stage, consumers make the decision to purchase a product, often opting for the brand that offers the most compelling benefits However, their choices can be influenced by the opinions of others and various situational factors.
At this stage, customers assess their satisfaction with the purchased products If they are pleased, they are likely to make future purchases and recommend the products to friends; conversely, dissatisfaction may lead to a decision against repurchasing.
2.2.2 Theory of Reasoned Action (TRA) and Theory of Planned Behavior (TPB)
Numerous theories elucidate human behavior, particularly consumer buying behavior, with the Theory of Reasoned Action (TRA) and the Theory of Planned Behavior (TPB) being prominent examples Developed by Fishbein and Ajzen in 1975 and further refined by Ajzen in 1991, these theories effectively explain the intentions behind human actions Given the context of school choice, leveraging TRA and TPB as the theoretical framework for this thesis is deemed suitable based on a review of prior studies.
When comparing the Theory of Reasoned Action and the Theory of Planned Behavior with classic consumer behavior theories, notable similarities emerge Philip Kotler's consumer behavior model highlights that buying intent is fundamental to purchasing actions, aligning with the subjective norm factor identified by Fishbein and Ajzen Additionally, Hawkins and Mothersbaugh's model underscores the significant role of attitudes in shaping consumer behavior However, a distinctive aspect of the two contemporary theories is their focus on understanding human behavior through the lens of intention to act.
The specific contents of Theory of Reasoned Action and Theory of Planned Behavior are as follows:
The Theory of Reasoned Action posits that individuals evaluate the potential outcomes of various actions before deciding which to take, ultimately opting for those that align with their desired results Central to this theory is the concept of intention, which serves as the primary predictor of behavior Intention reflects an individual's cognitive commitment to executing a specific action within a particular context According to Fishbein and Ajzen, this intention is shaped by personal attitudes toward the behavior and the influence of subjective norms, making intention the key driver of behavior.
Attitude is an individual's positive or negative feeling about performing a certain behavior Attitude describes the extent to which an individual judges the outcome of an
Subjective norms influence individual behavior by shaping perceptions of societal expectations regarding actions They reflect a person's belief about how others view their choices, indicating that individuals recognize the expectations of significant people in their lives when deciding whether to engage in specific behaviors.
When an individual anticipates positive outcomes from their actions and feels encouraged by influential figures in their life, a strong intention is formed This means that their motivation to act stems from the expectation of favorable results and the belief in the support of their social circle.
The Theory of Reasoned Action posits that attitudes are shaped by two key factors: personal beliefs regarding the consequences of a behavior, and the individual's assessment of the value of these outcomes This theory suggests that the effectiveness of a behavior influences one's attitude towards it, as well as the perceived benefits associated with the results of that behavior.
Empirical related studies
2.3.1 The research of David Chapman (1981)
David Chapman's 1981 model identifies two key groups of factors influencing students' school choice: personal and family characteristics, and external factors The first group includes individual traits and family conditions that guide students in selecting a suitable school The second group encompasses specific external influences such as parents, friends, teachers, and the school's fixed characteristics, including reputation, facilities, tuition, location, and training programs Additionally, effective communication efforts by the school, such as written information and campus visits, play a significant role Survey results indicate that the school's attributes—like reputation, facilities, staff quality, and tuition—along with personal and familial influences, are crucial in the decision-making process for students choosing a university.
Figure 2.4 Field selection model of David Chapman (1981)
Source: Chapman, D W., 1981, A model of student college choice The Journal of
Higher Education, Vol, 52, No 5, 490 - 505, Published by Ohio State University Press
Besides, there are many other studies using research results of David Chapman
In 1981, researchers Cabera and La Nasa expanded upon existing models to analyze the factors influencing students' school selection They developed a three-stage university selection model, drawing inspiration from the school selection framework established by David Chapman and K Freeman.
2006) and from the research results, Cabera and La Nasa (2001) emphasize that students' future work expectations are also an important factor in influencing student's decision in choosing university
A study on the factors influencing Malaysian students' university choices highlighted several key elements: the university's location, reputation, available facilities, overall expenses, financial assistance options, employment opportunities, and interpersonal efforts such as advertising and interactions with university representatives These factors play a significant role in shaping students' decisions regarding their educational institutions (Joseph Sia Kee Ming, 2010).
In 2010, Uwe Wilkesmann conducted research at three German universities, surveying a sample of 3,687 students across various disciplines, including sociology, economics, and engineering The study utilized a Likert scale to assess and measure variables related to learning motives, categorized into three groups: internal, external, and receiver motors Findings indicated a significant relationship between the internal and external motor groups, influencing students' educational choices.
2.3.2 The research of Nguyen Minh Ha (2011)
In her 2011 study, Nguyen Minh Ha from Ho Chi Minh City Open University surveyed 1,894 first-year regular system students and identified seven key factors influencing their school choice: school efforts, teaching quality, personal characteristics, future job prospects, admission requirements, and the influence of family and relatives These factors are interrelated and collectively impact students' decisions when selecting a school.
Figure 2.5 The research model of Nguyen Minh Ha 2.3.3 The research of Nguyen Phuong Toan (2011)
In the study "Survey of Factors Affecting School Choice for High School Seniors in Tien Giang Province," Nguyen Phuong Toan (2011) proposed eight hypotheses to examine the influences on university selection These hypotheses, encompassing University Characteristics, Diversity and Attraction in Education, Future Employment Opportunities, Interaction with Students, University Reputation, Chance of Admission, Influential Individual Orientation, and Compatibility with Personal Characteristics, serve as independent quantitative variables impacting the dependent variable: students' university choice decisions The findings indicate that the theoretical model aligns well with the data, revealing five key factors that influence students' university selection, ranked from strongest to weakest: diversity and attractiveness in training, university characteristics, ability to meet post-graduation expectations, university communication efforts, and university reputation.
School efforts Teaching quality Family members Personal characteristics The ability to get into the school Relatives outside the family
Figure 2.6 The research model of Nguyen Phuong Toan 2.3.4 The research of Nguyen Thi Bao Khuyen (2013)
In her 2013 study, Nguyen Thi Bao Khuyen examined the factors influencing students' decisions to choose vocational schools in Ho Chi Minh City, surveying 242 first to third-year students across five institutions The research identified key factors that significantly affect students' school choices, including compatibility with personal characteristics, school attributes, future employment opportunities, the diversity and appeal of training programs, and social influences The theoretical model developed in the study explained 45.6% of the relationship between these five factors and students' decisions to enroll in vocational schools.
Students' decision to choose a university
Ability to meet expectations Diversity and attractiveness in training
University characteristics The reputation factor of the university University communication
Figure 2.7 The research model of Nguyen Thi Bao Khuyen 2.3.5 The research of Tran Thi Minh Duc (1996)
Tran Thi Minh Duc's research paper, "Current Status of Foreign Language Learning of Students," conducted at the University of Social Sciences and Humanities - VNU, surveyed 230 university students in Hanoi regarding their perceptions and assessments of foreign language learning The findings revealed that 40% of students attributed their language tutoring to work requirements, while 30% believed that foreign language proficiency would enhance their job prospects Additionally, 28.7% learned languages at centers to make friends, and a mere 0.8% did so for family obligations The study highlighted diverse motivations for language learning, indicating a strategic and pragmatic need for certification to facilitate job applications Furthermore, preferences for learning environments emerged, with 36.8% favoring centers with foreign teachers, 24% choosing locations near home, 15.2% wanting to study with friends, and 13.6% opting for well-known institutions, while only 10.4% attended random locations.
Diversity and attractiveness of training
Figure 2.8 The research model of Tran Thi Minh Duc
Numerous studies have identified key factors that influence a student's choice of school These factors include the school's characteristics such as reputation, facilities, teacher quality, tuition, location, and curriculum Additionally, considerations regarding future higher education opportunities, employment prospects, social influences, marketing strategies, and personal preferences, along with the diversity and appeal of the training industry, play significant roles in shaping students' decisions.
Current status of foreign language learning of students
Reputation Job requirement Easy to get a job Make more friends The center has Foreign Teacher
Table 2.1 Conclusion of the related studies
David Chapman David Chapman's general school choice model (1981)
Reputation Facilities Teachers team Tuition fees Location Training program Characteristics of the family Individual student
The school's communication efforts Nguyen Minh
Factors affecting student choosing school
School efforts Teaching quality Personal characteristics Future work
The ability to get into the school Family members
Relatives outside the family Nguyen Phuong
Survey of factors affecting school choice for high school seniors in Tien Giang province
Diversity and attractiveness in training University characteristics
Ability to meet expectations after graduation
The reputation factor of the university Nguyen Thi Bao
Factors affecting the vocational school's decision to choose a
Compatibility with personal characteristics Characteristics of schools
33 vocational school Diversity and attractiveness of training
Social influence Tran Thi Minh
Current status of foreign language learning of students
Reputation Job Requirement Easy to get a job Make more friends The center has foreign teachers
Hypothesis and conceptual model
2.4.1.1 Relationship between branding of language center and decision on choosing an English center
When selecting an English language school, students often prefer reputable and prestigious institutions known for their historical significance in education and training Research indicates that a school's reputation significantly impacts students' choices (D.W Chapman, 1981) Furthermore, the school's popularity and branding play a crucial role in influencing student decisions (Burn et al., 2006) This leads to the formulation of Hypothesis H1.
H1: Branding has a positive (+) impact on choosing a school to learn English at some language centers in Ho Chi Minh City
2.4.1.2 Relationship between facilities of language center and decision on choosing an English center
Facilities significantly enhance the learning experience in foreign language education by providing essential comforts such as proper lighting and air conditioning Conveniently located near universities and residential areas, language centers facilitate easy access, saving students valuable travel time Additionally, the use of audiovisual equipment and visual aids plays a crucial role in the effective acquisition of English, making the learning process more engaging and impactful.
The quality of educational facilities significantly impacts students' choice of language centers, as evidenced by research from D.W Chapman (1981) and Joseph Sia Kee Ming (2010) Enhanced material resources facilitate easier, more visual, and vivid learning experiences, making them a crucial factor in students' decision-making process.
H2: Facilities have a positive (+) effect on choosing a school to learn English at some language centers in Ho Chi Minh City
2.4.1.3 Relationship between teachers of language center and decision on choosing an English center
The quality of teaching staff significantly influences students' choice of language centers, with a strong preference for both native and foreign teachers Students believe that native speakers enhance their pronunciation skills and provide deeper insights into the culture associated with the language Consequently, language centers with highly qualified teachers tend to attract more students, highlighting the critical role of instructor expertise in language education.
D W Chapman (1981) suggests that Teachers have a strong influence on a student's school choice Hypotheses H3 is stated as follows:
H3: Teachers have a positive (+) impact on choosing a school to learn English at some language centers in Ho Chi Minh City
2.4.1.4 Relationship between tuition fee of language center and decision on choosing an English center
The cost of learning a foreign language is a significant concern for many students, particularly those who are university students, office workers, or laborers with limited budgets For individuals living away from their families, tuition fees become a top priority when selecting a language center As research by D.W Chapman (1981) indicates, tuition significantly influences students' choices of educational institutions Consequently, higher tuition fees lead students to carefully consider their options when choosing a language school.
H4: Tuition fee have a negative impact (-) on choosing a school to study English at some language centers in Ho Chi Minh City
2.4.1.5 Relationship between marketing of language center and decision on choosing an English center
D W Chapman (1981) in his research also emphasized the element of the school's efforts to communicate with students that influence a student's school choice In these marketing strategies, improving the image of the school through introductory activities, promoting to students, developing campaigns to attract students such as: introducing scholarships, posting advertisements report on magazines, television, or through cultural and sports activities to attract the attention of students and their families
The marketing strategy of a foreign language center is a key component of Philip Kotler's marketing principles (2012), utilizing various channels such as online advertising, newspapers, brochures, and social media to enhance visibility Effective marketing is essential for building brand recognition and attracting prospective students Today, many prominent foreign language centers boast robust marketing departments to drive their outreach efforts Hypothesis H5 posits this importance further.
H5: Marketing has a positive (+) impact on choosing a school to study English at some language centers in Ho Chi Minh City
2.4.1.6 Relationship between social influence and decision on choosing an English center
Students' decisions on which language center to attend are significantly shaped by the opinions of family, friends, and colleagues In Vietnam, factors such as teachers' recommendations, family input, peer advice, and social media play a crucial role in influencing students' choices for English language schools This social influence on educational decisions is highlighted in the research by Nguyen Thi Bao Khue (2013).
H6: Social influence has a positive (+) impact on choosing schools to study English in some language centers in Ho Chi Minh City
2.4.1.7 Relationship between motivation of students and decision on choosing an
The motor theory proposed by Gardner and Lambert (1972) emphasizes that motivation significantly impacts the teaching and learning of foreign languages, making it a crucial factor in the success of language acquisition Consequently, student motivation plays a vital role in selecting English language schools at various foreign language centers in Ho Chi Minh City This leads to the formulation of Hypothesis H7.
H7: Motivation of students has a positive (+) impact on choosing a school to learn English at some language centers in Ho Chi Minh City
A foreign language center in Vietnam is an integral part of the national education system, offering a flexible educational service that caters to learners of all ages and backgrounds While there are ongoing debates about its classification, it shares several characteristics with universities, colleges, and vocational schools, including reputation, facilities, qualified teachers, and tuition fees These centers play a significant social role, providing essential English language skills that enhance career opportunities, facilitate advanced studies, and promote international integration and exchange.
Based on the theories and domestic and foreign studies presented in chapter 2, the proposed research model is built (Figure 3.1)
Chapter 2 introduced the theoretical basis of consumer behavior by Philip Kotler
In 2012, the Theory of Reasoned Action (TRA) by Fishbein and Ajzen (1975) and the Theory of Planned Behavior (TPB) by Ajzen (1991) provided a theoretical framework for understanding language and foreign language centers, forming the basis of this thesis topic To develop a research model, the study incorporates factors influencing school selection decisions, drawing on the works of both foreign and Vietnamese scholars, including David Chapman (1981), Joseph Sia Kee Ming (2010), and Uwe Wilkesmann (2010), as well as Nguyen Minh.
Ha (2011), Nguyen Phuong Toan (2011), Nguyen Thi Bao Khuyen (2013), Tran Thi Minh Duc (1996) were studied and explored These studies have shown the extent to which factors influence students' school choice
On the basis of theory and research in Vietnam and abroad, the research process, preliminary research design and official quantitative research are proposed in chapter 3
Decision to choose an English center
Branding Facilities Teachers Tuition fee Marketing Social Influence Motivation of students
METHODOLOGY
Research process
This study is conducted through qualitative research together with quantitative research:
This qualitative research employs various analytical methods, including analysis, synthesis, and descriptive statistics, to examine relevant documents and theories related to English language learning in Vietnam and abroad By consulting experts in the field, the study synthesizes insights to identify key factors influencing the decision to choose English language centers in Ho Chi Minh City Additionally, group discussions with current students at these centers provide valuable input for refining the research framework The research further incorporates sociological investigation methods to carry out the official research phase of the study.
Quantitative research employs SPSS 23 software to assess scale reliability through Cronbach's Alpha analysis It utilizes exploratory factor analysis (EFA) involving Bartlett's test of sphericity and the Kaiser-Meyer-Olkin (KMO) coefficient to evaluate the suitability of EFA Additionally, Pearson correlation analysis is conducted between factors, along with regression analysis to establish linear regression models.
To improve the framework, questionnaire design and insight
To test the measuring scales and the hypotheses
The research design
To ensure the model's reliability, the study will follow seven key steps to conduct the research, culminating in the creation of a draft and preliminary scale.
The steps for conducting preliminary research are as follows:
Step 1: Set research goals, explain some concepts related to the topic, study the theory of consumer behavior by Philip Kotler (2014), Theory of Reasoned Action (TRA) (Fishbein and Ajzen, 1975) and Theory of Planned Behavior (TPB) (Ajzen, 1991)
Step 2: Research consumer behavior models and school selection models of domestic and foreign students
Step 3: From the theories and models found in the above two steps, a draft scale is proceeded to be built
Step 4: From the draft scale, discussing in groups with 10 students who have been attending join training courses at foreign language centers in HCMC forms a preliminary scale The purpose of the group discussion is to discover, adjust and supplement the observed variables of the scale
Step 5: Develop a survey based on a preliminary scale and a test survey with a sample size of 50
Step 6: Assess the reliability of the scale by Cronbach’s Alpha; EFA discovery factor analysis
Step 7: Adjust the preliminary scale to form an official scale for research
Steps (1), (2), (3), (4) use qualitative research methods
Steps (5), (6), (7) use quantitative research methods The scale in quantitative research is the Likert 5 (five) scale: 1) Strongly disagree, 2) Disagree, 3) Neutral, 4) Agree, 5) Strongly agree
A draft scale has been developed based on previous studies, incorporating key factors such as: (1) Reputation scale, (2) Facilities scale, (3) Teacher/Staff scale, (4) Tuition Scale, (5) Marketing Scale, (6) Influence of Society Scale, (7) Motivation of Students Scale, and (8) Decision Scale, which serves as the dependent variable.
The Likert scale effectively measures concepts by being non-restrictive, encouraging respondent engagement, and minimizing the tendency to provide evasive answers, thereby enhancing the accuracy of the measurement.
When selecting a foreign language center in Ho Chi Minh City for English studies, several key factors come into play These include the quality of teaching staff, the center's reputation, course offerings, and student support services Additionally, location, class size, and tuition fees significantly influence the decision-making process Understanding these variables can help prospective students make informed choices that align with their educational goals.
A group of 10 students studying English at foreign language centers in Ho Chi Minh City engaged in discussions to identify the key factors influencing their decision to learn English This collaborative effort aimed to refine the draft scale, ensuring it is better suited for official research purposes.
Following the interviews with all participants, the collected data was used to revise the questionnaires The corrected information will be shared with the participants once more The qualitative research concluded when the discussion questions yielded results that mirrored previous findings, indicating no new insights.
Group discussions revealed consensus on eight scales, particularly regarding teachers and staff, indicating that staff do not significantly influence the decision to choose an English school Consequently, the research excluded staff and two observed variables (T7 and T8) from this scale Additionally, feedback from the discussions highlighted that most centers currently utilize similar teaching materials aligned with the English curriculum.
The study materials used in American English File and standardized tests like TOEIC, IELTS, and TOEFL are fundamentally similar Consequently, this similarity suggests that the choice of study materials does not significantly influence the decision to learn English at various language centers in Ho Chi Minh City.
Results obtained after discussion with student group
There are 39 observed variables belonging to 8 groups of factors Preliminary scales are presented in the following tables:
You choose this English center because
It is associated with an international educational organization
It has a famous brand B2 Nguyen Thi Bao Khuyen (2013)
It is reputable in the education industry B3 Nguyen Thi Bao Khuyen (2013)
It has output quality commitment B4 Tran Thi Minh Duc (1996)
Source: the researches of Nguyen Thi Bao Khuyen (2013), Tran Thi Minh Duc (1996)
You choose this English center because
The classrooms are airy F1 Author
It has high-quality air conditioning equipment
It has high-quality lighting equipment F3 Author
Audiovisual equipment meets the requirements
The center has many training facilities F5 Nguyen Thi Bao Khuyen (2013) The location is convenient F6 Tran Thi Minh Duc (1996)
Source: Author and the researches of of Nguyen Thi Bao Khuyen (2013), Tran Thi Minh Duc (1996)
You choose this English center because
There are many native / foreign teacher T1 Tran Thi Minh Duc (1996)
Teachers have easy to understand communication methods
Teachers have good pedagogy T3 Tran Thi Minh Duc (1996)
Experienced teachers T4 Nguyen Minh Ha (2011)
Friendly teachers T5 Nguyen Minh Ha (2011)
Source: Author and the researches of of Nguyen Minh Ha (2011), Tran Thi Minh Duc
You choose this English center because
- There are many native / foreign teacher TF1 David Chapman (1981)
- Appropriate tuition fee TF2 Author
- Flexible tuition time TF3 Author
- Tuition fee does not change much TF4 David Chapman (1981)
- The center has a tuition reduction policy
Source: Author and the research of David Chapman (1981)
You choose this English center because
Source: Author and the research of Nguyen Phuong Toan (2011)
Influence of society Coding Source
You choose this English center because
- You take family advice I1 Nguyen Thi Bao Khue (2013)
- You consult the teachers I2 Nguyen Thi Bao Khue (2013)
- You consult your friends I3 Nguyen Thi Bao Khue (2013)
- The reference from social networks I4 Author
Source: Author and the research of Nguyen Thi Bao Khue (2013)
Table 3.7 Motivation of students scale
Motivation of students Coding Source
You choose this English center because
- You have intention to study abroad MS1 Author
- Your work requires english MS2 Nguyen Minh Ha (2011)
- You need to find a good job MS3 Nguyen Minh Ha (2011)
- You need a higher learning opportunity
- You enjoy learning English MS5 Author
Source: Author and the researches of Nguyen Minh Ha (2011), Nguyen Phuong Toan
Table 3.8 Decision on choosing an English center scale
Decision of student Coding Source
You choose this English center because
- You enjoyed learning English at this center
- You will continue to learn English at the center this
- You would recommend relatives to learn English in this center
- If You need to study specialized
English, You will study at this center
Source: Author and the research of Tran Thi Minh Duc (1996)
DATA ANALYSIS
Sample description
In Chapter 3, the research employed an online survey methodology, gathering data from 300 completed questionnaires via Google Survey The results were analyzed using SPSS 23.0, providing insights into the sample distribution of the interviewees' profiles.
Age Frequency Percent Valid Percent Cumulative
The age distribution in the survey aligns with expectations, predominantly featuring university students aged 19-22, while the 22-30 age group represents working individuals This distribution is logical, given that the research primarily targets student populations.
Table 4.2 Gender Distribution Gender Frequency Percent Valid Percent Cumulative Percent
The gender distribution among respondents reveals a notable difference, with females comprising 68% of those attending the English center This random selection of participants suggests that any gender could enroll, but the data indicates a higher number of girls compared to boys However, this observation does not definitively confirm the overall trend.
Among the low-income population of under 3 million, 278 individuals, representing 93%, are primarily students without employment In contrast, the second income group, ranging from 3 million to less than 5 million, comprises only 22 individuals, accounting for 7%.
Education background Frequency Percent Valid Percent Cumulative Percent
Because the research topic focused on the survey subjects are students, because this subject is supposed to have a high demand for learning English.
Result of analyzing the reliability of scale
Table 4.5 Reliability Statistics of Branding Reliability Statistics
Table 4.6 Cronbach’s Alpha of Branding Item-Total Statistics
Scale Variance if Item Deleted
Cronbach's Alpha if Item Deleted
The Branding scale demonstrates a Cronbach’s Alpha of 0.759, indicating an acceptable level of reliability, with no variables falling below the threshold of 0.4 Since the total correlation coefficients of the observed variables exceed this level, all Branding variables are deemed acceptable and will be utilized in the Exploratory Factor Analysis (EFA).
Table 4.7 Reliability Statistics of Facilities Reliability Statistics
Table 4.8 Cronbach’s Alpha of Facilities Item-Total Statistics
Scale Variance if Item Deleted
Cronbach's Alpha if Item Deleted
The Facilities scale achieved a Cronbach’s Alpha of 0.837, indicating excellent reliability, with all variables exceeding the minimum threshold of 0.4 As the total correlation coefficients for the observed variables are sufficiently high, all Facilities variables are accepted for use in the Exploratory Factor Analysis (EFA).
Table 4.9 Reliability Statistics of Teacher Reliability Statistics
Table 4.10 Cronbach’s Alpha of Teacher
Scale Variance if Item Deleted
Cronbach's Alpha if Item Deleted
The Teacher scale demonstrates a strong reliability with a Cronbach’s Alpha of 0.880, indicating excellent consistency among its variables, all of which exceed the minimum threshold of 0.4 for total correlation coefficients Consequently, all variables within the Teacher scale are deemed acceptable and will be utilized in the Exploratory Factor Analysis (EFA).
Table 4.11 Reliability Statistics of Tuition fee Reliability Statistics
Table 4.12 Cronbach’s Alpha of Tuition fee Item-Total Statistics
Scale Variance if Item Deleted
Cronbach's Alpha if Item Deleted
The Tuition scale demonstrates a strong reliability with a Cronbach's Alpha of 0.827, indicating excellent consistency among its variables Since all observed variables exceed the minimum correlation coefficient of 0.4, they are deemed acceptable for inclusion in the Exploratory Factor Analysis (EFA).
Table 4.13 Reliability Statistics of Marketing Reliability Statistics
Table 4.14 Cronbach’s Alpha of Marketing Item-Total Statistics
Scale Variance if Item Deleted
Cronbach's Alpha if Item Deleted
The Cronbach's Alpha for the Marketing scale yielded an excellent result of 0.847, indicating high internal consistency Notably, none of the variables scored below the 0.4 threshold, demonstrating strong correlations among the observed variables Consequently, all Marketing variables were accepted for further evaluation through Exploratory Factor Analysis (EFA), given their satisfactory total correlation coefficients.
Table 4.15 Reliability Statistics of Social influence Reliability Statistics
Table 4.16 Cronbach’s Alpha of Social influence
Scale Variance if Item Deleted
Cronbach's Alpha if Item Deleted
The Social Influence scale demonstrates a strong reliability with a Cronbach’s Alpha of 0.872, indicating excellent internal consistency All observed variables exceed the minimum correlation threshold of 0.4, confirming their validity for analysis Consequently, these variables will be utilized in the Exploratory Factor Analysis (EFA).
Table 4.17 Reliability Statistics of Motivation of students Reliability Statistics
Table 4.18 Cronbach’s Alpha of Motivation of students
Scale Variance if Item Deleted
Cronbach's Alpha if Item Deleted
The Motivation of Students scale demonstrates a strong reliability with a Cronbach’s Alpha of 0.870, indicating excellent consistency All observed variables exceed the acceptable threshold of 0.4 for total correlation coefficients, confirming their validity Consequently, these variables will be utilized in the upcoming Exploratory Factor Analysis (EFA).
4.2.8 Decision on choosing an English center
Table 4.19 Reliability Statistics of Decision on choosing an english center Reliability Statistics
Table 4.20 Cronbach’s Alpha of Decision on choosing an english center
Scale Variance if Item Deleted
Cronbach's Alpha if Item Deleted
The Cronbach’s Alpha for the scale measuring decisions on choosing an English center is 0.907, indicating excellent reliability All observed variables have total correlation coefficients exceeding 0.4, confirming their acceptance for further analysis Consequently, these variables will be utilized in the Exploratory Factor Analysis (EFA).
Results of Exploratory Factor Analysis – EFA
4.3.1 Results of factor analysis for independent variables
In this study, exploratory factor analysis using principal component analysis was conducted to determine the underlying factors of Students’ decision
The Kaiser-Meyer-Olin Measure of Sampling Adequacy (KMO) and the Bartlett test of Sphericity confirmed the suitability for exploratory factor analysis, with the Bartlett test yielding a significant p-value of 0.000 (Sig < 0.05) Additionally, the KMO value of 0.728 surpassed the minimum threshold of 0.5, indicating that the data adequately met the essential criteria for conducting the analysis.
Table 4 21 KMO and Bartlett’s test of independent variables
Kaiser-Meyer-Olkin Measure of Sampling
Using the rotation method of Varimax with Kaiser Normalization, seven factors were extracted with Principle Component Analysis Extract method, labeled 1) Branding,
2) Facilities, 3) Teachers, 4) Tuition fee, 5) Marketing, 6) Social influence and 7) Motivation of students The EFA was run and seven factors were extracted with no cross-loading items were detected and deleted
Table 4 22 Rotated Component Matrix of independent variables
Extraction Method: Principal Component Analysis
Rotation Method: Varimax with Kaiser Normalization a a Rotation converged in 6 iterations
Table 4 23 Rotation Sums of Squared Loadings of independent variables
Rotation Sums of Squared Loadings
Table 4.18 presents the Rotated Sums of Squared Loadings from the Exploratory Factor Analysis (EFA), revealing that seven motivational factors account for 66.203% of the variance This indicates that the factor analysis applied to 39 items is appropriate, as EFA is deemed valid when the total variance explained exceeds 50% Additionally, the results demonstrate that all factors are independently structured without overlap.
4.3.2 Results of factor analysis for dependent variable
Table 4.24 KMO and Bartlett’s test of dependent variable
Kaiser-Meyer-Olkin Measure of Sampling Adequacy .839
The KMO Measure of Sampling Adequacy was recorded at 0.839, surpassing the essential threshold of 0.5, indicating that the data is suitable for conducting an exploratory factor analysis.
Table 4.25 Total Variance of dependent variable
Extraction Sums of Squared Loadings
Extraction Method: Principal Component Analysis
According to Table 4.21, it can be concluded that 77.723 % of variance was explained one dependent factor, as EFA will be appropriate if total variance explained is greater than 50%
Table 4.26 Component Matrix of independent variable
Testing of correlation coefficient Pearson
** Correlation is significant at the 0.01 level (2-tailed)
* Correlation is significant at the 0.05 level (2-tailed)
Pearson correlation is significant when the value is less than 0.05 In this study, Decision has a statistically linear relationship with 1) Branding, 2) Facilities, 3) Teacher,
4) Tuition, 5) Marketing, 6) Influence of society and 7) Motivation of students (all p- values are less than 0.05) The directions of the relationships are all positive indicated by positive Pearson’s correlation coefficients, except for Tuition This means that Decision tends to increase together with Branding, Facilities, Teacher, Marketing, Influence of society and Motivation of students and decrease with Tuition (greater motivation of students in each factor is associated with stronger decision)
However, the strength of correlation between Decision and each motivational factor is different According to Evans (1996), Pearson’s correlation coefficients are verbally described as:
The analysis reveals that the linear relationships between Decision and Marketing, as well as Tuition, are very weak, with Pearson’s correlation coefficients of 0.175 and -0.273, respectively Additionally, the relationships between Decision and Branding, Facilities, Influence of Society, and Motivation are also weak, showing coefficients of 0.2, 0.352, 0.251, and 0.235, respectively In contrast, the relationship between Decision and Teacher is moderate, indicated by a Pearson’s correlation coefficient of 0.415.
Multiple Linear Regression Analysis
This study employed multiple linear regression analysis using SPSS 23.0, following a four-step process Initially, the model's fitness was assessed through R, R², and adjusted R² values Next, the research model's rationality was evaluated using the F-test for Overall Significance The statistical significance of each independent variable was then analyzed by examining the p-values of the unstandardized and standardized coefficients Finally, multiple linear regression was conducted to test the proposed hypotheses.
Table 4.23 presents the Model Summary, which evaluates the regression model's fit through key metrics: R, R Square, Adjusted R Square, and the Standard Error of the Estimate The multiple correlation coefficient, indicated by R, measures the predictive quality of the dependent variable, with a value of 0.718 reflecting a strong predictive capability Additionally, the R Square value of 0.516 reveals that the independent variables account for 51.6% of the variance in the dependent variable, Decision.
4 7 292 000 1.915 a Predictors: (Constant), M_X7, TF_X4, F_X2, I_X6, B_X1, E_X5, T_X3 b Dependent Variable: D_Y
The F-test of Overall Significance, as presented in Table 4.24, validates the research model's rationality and fitness The analysis reveals that the calculated F value exceeds the tabulated F value of 0.05, indicating statistical significance Specifically, the independent variables significantly predict the dependent variable with F (7,299) = 44.514 and p < 0.001, confirming that the overall regression model effectively fits the data.
Squares df Mean Square F Sig
Total 157.416 299 a Dependent Variable: D_Y b Predictors: (Constant), M_X7, TF_X4, F_X2, I_X6, B_X1, E_X5, T_X3
4.5.3 Statistical significance of the independent variables
Table 4.26 shows the statistical significance of each of the independent variables This tests whether the unstandardized (or standardized) coefficients are equal to 0 (zero) in the population.”
A p-value less than 0.05 indicates that the coefficients are statistically significantly different from zero The t-value and its corresponding p-value can be found in the "t" and "Sig." columns, respectively, allowing for the assessment of statistical significance.
70 seen that all independent variable coefficients are statistically significantly different from
Multiple linear regression analysis is continuously used to analyze the factors (F i ) affecting general Decision (D) Multiple linear regression model is expressed as follows:
Unstandardized coefficients reveal the extent to which the dependent variable changes in response to an independent variable, assuming all other independent variables remain constant Following the application of Ordinary Least Squares estimation, the predictive equation was formulated.
The coefficient size for each motivational factor (X) indicates its impact on Decision (D), while the sign of the coefficient reveals the effect's direction, whether positive or negative Additionally, the coefficient reflects the expected increase in satisfaction with a one-unit increase in the motivational factor, assuming all other factors remain constant.
Holding all the other factors constant, one unit increase in branding will increase decision by 30.8%
Holding all the other factors constant, one unit increase in facilities will increase decision by 25.1 %
Holding all the other factors constant, one unit increase in teacher will increase decision by 34.5 %
Holding all the other factors constant, one unit increase in tuition will decrease decision by 31.5%
Holding all the other factors constant, one unit increase in Marketing will increase decision by 20.8 %
Holding all the other factors constant, one unit increase in influence of society will increase decision by 17%
Holding all the other factors constant, one unit increase in motivation of students will increase decision by 16.8 %.