INTRODUCTION
Background of the study
Learning English offers numerous advantages, as it is the most widely spoken language across the globe Mastering English not only enhances job prospects but also facilitates a deeper understanding of diverse cultures As Nelson Mandela wisely stated, communicating in someone's native language resonates more profoundly, making English an essential tool for connection and opportunity.
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 become a global citizen, mastering essential tools like English and information technology is crucial With proficiency in these areas, along with their expertise, individuals can seamlessly integrate into the global landscape and access a wealth of opportunities available through the vast information on the internet.
Fluency in English is crucial for leveraging available resources, particularly for students, as it serves as a vital "soft skill" alongside academic qualifications that can significantly impact future career prospects Furthermore, English proficiency is essential for securing scholarships to study abroad, as many employers actively seek candidates who can effectively communicate in English.
Ho Chi Minh City boasts a vast and diverse array of foreign language centers, resulting in intense competition among them While these centers play a crucial role in enhancing human resources and knowledge, many prioritize profit over quality, leading to marketing exaggerations that do not reflect their training effectiveness or responsiveness to customer needs For managers, grasping customer requirements is essential, prompting the need for research to address these concerns.
“Determinant factors of students’ decisions on choosing an English center” was chosen to study
Research Objectives and research questions
This research analyzes the key factors influencing students' decision-making when selecting an English center and assesses the impact of each factor on their choice Based on these findings, the study proposes innovative strategies to 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 focuses on students aged 18 and above enrolled in foreign language centers, as they possess the stable psychological and physiological attributes necessary for making informed decisions With their accumulated knowledge, life experience, and cognitive abilities, these individuals are well-equipped to choose the most suitable English language school 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 include 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 consist of both private centers, such as VUS, ILA, and Outerspace, and public ones ILA English Center stands out as a 100% foreign-owned entity, hosting over 30,000 students across 12 campuses and employing more than 450 foreign lecturers VUS operates 15 facilities throughout various districts in the city, serving a student population of approximately 25,000 to 30,000, supported by nearly 1,000 foreign and Vietnamese teachers Outerspace Language School is particularly renowned for its unique approach to language education.
The Reflection Method, known for delivering rapid results, is offered at 19 campuses and serves over 10,000 students at the Foreign Language Center of Ho Chi Minh City University of Education and Saigon University These institutions have gained popularity among students due to their affordable tuition and emphasis on grammar practice and writing skills Research data was gathered through student interviews conducted via Google Forms in July 2020.
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 framework for understanding student motivation and learning needs, while also summarizing the research model that examines the factors influencing students' school choices Building on this theoretical foundation, the research aims to propose a model that investigates the elements that affect students' decision-making processes regarding their educational paths.
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 synthesizes the findings from chapter 3, highlighting the overall results, as well as the shortcomings and limitations of the study Additionally, it presents implications for enhancing the quality of educational services at English language centers.
LITERATURE REVIEW
Definition
2.1.1 Decision to buy products or services
Decision making is the cognitive process of selecting the most sensible option from available choices To make informed decisions, it is essential to evaluate both the positive and negative aspects of each alternative and predict their potential outcomes This comprehensive analysis allows individuals to determine the best course of action for a given situation, ultimately leading to a final choice that may or may not involve a specific action.
The decision-making process for purchasing a product or selecting a service involves five key steps: identifying the problem, gathering information, evaluating alternatives, making a decision, and reflecting on the decision afterward (Kotler & Armstrong, 2012).
The decision-making process for purchasing a product or service begins when a customer recognizes a problem or need, which can stem from internal desires or external influences Customers perceive a gap between their current situation and their desired outcome, with internal factors often highlighting physiological needs When these needs intensify, they create a strong motivation to act Additionally, external stimuli can shape demand; for instance, a young university graduate may not initially seek employment or further education, but interactions with peers can spark a sense of urgency to fulfill those needs.
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 purposeful activity aimed at enhancing knowledge and awareness, either by accessing internal memory or by gathering data from the external environment.
When the need for information arises, individuals rely on their cognitive processes to recall relevant past experiences that inform their decision-making This internal search often draws upon memories of previous purchases and service selections, which significantly influence future choices However, when internal information is insufficient, seeking external sources can enhance the shopping experience and provide valuable insights for selecting services.
Evaluation criteria are the unique attributes of products and services that customers prioritize to fulfill their needs These criteria can vary even for similar benefits, as individuals assess features, their significance, overall satisfaction, and supplier reputation based on personal preferences, requirements, beliefs, and budget constraints.
Deciding to buy products or services
When assessing various options, customers weigh the advantages and disadvantages of each choice, ultimately selecting the supplier that best aligns with their desired benefits and capabilities.
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, lodge complaints with authorities, cease purchasing, 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,
The Foreign Language and Informatics Center, established under the 2007 regulations of the Minister of Education and Training, serves as a continuing education institution focused on the training of foreign languages and information technology within the national education system This center operates with legal status, possessing its own seal and bank account.
A foreign language center serves as a continuing education institution focused on foreign language training and retraining within the national education system This center operates as a legal entity, equipped with its own official stamp and bank account.
Features of the foreign language center
The foreign language center focuses on training and enhancing foreign language skills through various learning methods, including in-person, distance learning, and self-study with guidance Its diverse and flexible offerings aim to elevate the intellectual capabilities of individuals, improve foreign language proficiency, and meet the growing demands 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 described by Vu Quang Viet (2007), is a unique asset that enhances future wealth generation It shares similarities with other consumer services, being an intangible product that can be utilized immediately, yet possesses distinct characteristics that set it apart from typical services.
Personal knowledge can be transformed into knowledge capital, distinguishing it from other products due to its unique social feature This characteristic classifies personal knowledge as a public good, setting it apart from individual goods and services.
The current trend in education is shifting towards a model where it is not merely a public commodity but increasingly resembles private goods, as non-public education emerges to cater to the diverse needs of learners Despite ongoing debates and inconsistencies, schools are adopting a learner-centered approach, recognizing students as the primary beneficiaries of educational services Consequently, many students view training services as commodities, emphasizing their right to select schools that offer high-quality services tailored to their expectations.
Literature review
Consumer behavior, as defined by Kotler and Keller (2001), involves the study of how individuals, groups, and organizations buy and dispose of goods, services, ideas, or experiences to fulfill their needs and wants Schiffman and Kanuk (2000) emphasize that this theory focuses on the decisions people make regarding the allocation of their resources, such as time and money These decisions encompass the processes of selecting, obtaining, using, and discarding products and services to achieve satisfaction Ultimately, consumer behavior examines the factors of how, what, when, and why people engage in purchasing activities to enhance their overall product and service experience.
“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 stimuli Marketers focus on delivering product information through the marketing mix, commonly known as the 4Ps In contrast, environmental stimuli encompass various factors, including economic, technological, political, and cultural influences that can affect consumer behavior.
Consumers evaluate products and services based on their unique characteristics, which include cultural, social, and personal factors that significantly influence their purchasing decisions Personal factors encompass buying tendencies, spending patterns, and individual tastes or hobbies For a product or service to be successful, it must align with consumers' preferences and financial capabilities.
Cultural factors, including beliefs, values, traditions, laws, and language, significantly influence consumer behavior and purchasing decisions This understanding drives multinational companies to adopt a "think globally, act locally" strategy Cultural differences across countries mean that a product's success in one market does not guarantee the same results in another, especially if it fails to align with the local culture.
Consumers undergo a buying decision process after being exposed to product information and its compatibility, which consists of five key stages: (1) recognizing a problem, (2) searching for information, (3) evaluating alternatives, (4) making a purchase decision, and (5) assessing the purchase post-transaction.
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 seek additional information from various sources These sources include personal connections such as family and friends, commercial avenues like advertisements and sales representatives, and public platforms including mass media and product reviews.
Once customers are presented with information about a desired product, they begin to explore alternatives for comparison At this stage, brand considerations come into play, as customers assess product options based on attributes, specifications, and overall satisfaction.
At this stage, consumers make the crucial decision of whether to purchase a product, often opting for the brand that provides the most significant benefits However, their choices can be influenced by the opinions of others and various situational factors.
At this stage, customers evaluate their satisfaction with the purchased products A positive experience leads to repeat purchases and recommendations to friends, while dissatisfaction can result in a loss of future sales.
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 1991 respectively, these theories effectively explain the intentions behind human actions Given the context of previous research on school choice, employing TRA and TPB as the foundational theories for this thesis is deemed suitable.
When comparing the Theory of Reasoned Action and the Theory of Planned Behavior with traditional consumer behavior theories, notable similarities emerge Philip Kotler et al (2001) assert that buying intent is fundamental to purchasing behavior, paralleling the standard value factor with the subjective norm factor identified by Fishbein and Ajzen (Jame F Engel et al., 1993) Additionally, Hawkins and Mothersbaugh's consumer behavior model (1980) highlights the impact of attitudes on consumer choices However, a distinctive aspect of the two theories lies in 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 pursue, ultimately opting for those that align with their desired results Intention serves as the key indicator of behavior, as it reflects an individual's plan or capacity to engage in a specific action within a particular context This cognitive representation of willingness to act is the primary motivator behind behavior According to Fishbein and Ajzen, the intention to act is shaped by personal attitudes toward the behavior and the influence of subjective norms.
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 refer to individuals' perceptions of societal expectations regarding their behavior, shaping their beliefs about how others view their actions These norms indicate that individuals recognize the influence of significant people in their lives, who may expect them to engage in or refrain from specific behaviors.
When an individual anticipates positive outcomes from their actions and feels encouraged by influential people, they develop a strong intention to act This intention is driven by 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 outcomes of a behavior, which emphasize the effectiveness of the behavior, and the individual's evaluation of these outcomes, reflecting the perceived value of the results associated with the action.
Empirical related studies
2.3.1 The research of David Chapman (1981)
David Chapman's model (1981) identifies two main groups of factors influencing students' school choices The first group encompasses student and family characteristics, which serve as prerequisites for selecting a school that aligns with their personal and familial needs The second group includes external factors such as the influence of parents, friends, and teachers, along with the school's fixed attributes like reputation, facilities, staff, tuition, location, and training programs Additionally, the school's marketing efforts, including written information, school visits, and admission processes, play a significant role Survey results indicate that the most impactful factors in a student's university choice are the school's characteristics and the influences from personal networks and marketing strategies.
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, Cabera and La Nasa expanded upon existing models to examine the factors influencing students' choices of schools Their research focused on a three-stage university selection model, which was based on the foundational work of David Chapman and K Freeman's school selection model.
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 identified several key elements: location, reputation, available facilities, school expenses, financial assistance options, employment opportunities, and interpersonal efforts, such as advertising and interactions with university representatives and high school students visiting campuses (Joseph Sia Kee Ming, 2010).
In 2010, Uwe Wilkesmann conducted research at three German universities, surveying 3,687 students across disciplines such as sociology, economics, and engineering Utilizing a Likert scale, the study assessed various learning motives categorized into three groups: internal, external, and receiver motors The findings revealed a significant relationship between the internal and external motor groups, highlighting their influence on students' school choices.
2.3.2 The research of Nguyen Minh Ha (2011)
In a study conducted by Nguyen Minh Ha (2011) at Ho Chi Minh City Open University, 1,894 first-year students identified seven key factors influencing their school choice: school efforts, teaching quality, personal characteristics, future job prospects, admission likelihood, and input from family members and relatives These factors are interconnected and significantly impact students' decisions regarding their educational institutions.
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 related to university selection These hypotheses (H1 to H8) encompass independent quantitative variables, including University Characteristics, Diversity and Attraction in Education, Future Employment Opportunities, Interaction with Students, University Reputation, Chance of Admission, Orientation of Influential Individuals, and Compatibility with Individual Characteristics, all of which influence the dependent variable: students' university choice decision The theoretical model testing indicated a strong alignment with the data, revealing that the primary factors impacting students' university selection, ranked from strongest to weakest, are: 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 surveyed 242 students from five vocational schools in Ho Chi Minh City to identify the factors influencing their school selection The research revealed that personal compatibility, school characteristics, future employment opportunities, the diversity and attractiveness of training programs, and social influence significantly impacted students' decisions The theoretical model demonstrated a compatibility rate of 45.6%, explaining the overall relationship between these five factors and students' choice of 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 views on foreign language learning and their assessments of language teaching at centers The findings revealed that 40% of students felt their foreign language skills were essential for work, while 30% believed that proficiency would enhance job prospects Additionally, 28.7% of students pursued language studies to make friends, and only 0.8% cited personal or family requirements as their motivation The study highlighted diverse motivations for learning foreign languages, emphasizing the strategic and pragmatic need for certifications to secure employment Furthermore, 36.8% of students preferred learning from foreign teachers, 24% favored locations near their homes, 15.2% wanted to study with friends, 13.6% sought prestigious institutions, and only 10.4% attended random locations for their language education.
Diversity and attractiveness of training
Figure 2.8 The research model of Tran Thi Minh Duc
Numerous studies have identified key factors influencing a student's choice of school, including the school's reputation, facilities, teacher quality, tuition, location, and curriculum Additionally, considerations such as future higher education opportunities, employment prospects, social influences, marketing strategies, personal preferences, and 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 established and reputable institutions known for their excellence 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 these 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
Effective foreign language learning is significantly enhanced by the availability of essential facilities Comfortable lighting and air-conditioning systems create an ideal study environment for students Additionally, a conveniently located center near universities and residential areas promotes easy access and saves time for learners Furthermore, the use of audiovisual tools and visual aids plays a crucial role in the English learning process, aiding students in their language acquisition.
The quality of educational facilities significantly impacts students' choices of language centers, as highlighted by research from D.W Chapman (1981) and Joseph Sia Kee Ming (2010) Improved material resources enhance the learning experience, making it crucial for students when selecting a language institution.
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 the teaching staff significantly influences students' choice of language centers, particularly in English education Students often prefer native and foreign teachers, believing that native speakers can enhance their pronunciation skills and provide deeper insights into the culture Consequently, language centers with highly qualified teachers tend to attract more students, highlighting the importance of instructor expertise in driving enrollment.
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 significantly impacts 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 concern when selecting a language center As tuition fees increase, students are more likely to carefully evaluate their options Research by D.W Chapman (1981) supports the notion that tuition influences students' school choices.
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
Effective marketing is crucial for foreign language centers, aligning with Philip Kotler's marketing principles (2012) Utilizing various channels such as online advertising, newspapers, brochures, and social media enhances brand visibility and attracts potential students Many prominent foreign language centers invest in robust marketing departments to strengthen their outreach Thus, we propose Hypothesis H5.
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 advice and opinions of family, friends, and colleagues In Vietnam, factors such as teachers' recommendations, familial input, peer influence, and social media play a crucial role in selecting an English learning institution This social influence is a key determinant in students' school choices (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 plays a crucial role in the success of foreign language acquisition In this context, student motivation significantly influences the selection of English language schools in various foreign language centers in Ho Chi Minh City Thus, Hypothesis H7 is formulated to explore this relationship further.
H7: Motivation of students has a positive (+) impact on choosing a school to learn English at some language centers in Ho Chi Minh City
The foreign language center in Vietnam is an integral part of the national education system, functioning as a valuable educational service that caters to learners of all ages and backgrounds While there is ongoing debate about its role, the center shares characteristics with universities and colleges, including reputation, facilities, qualified teachers, and tuition structures It serves as a crucial resource for individuals seeking to learn English for various purposes, such as career advancement and further studies, highlighting its significance as an effective tool for 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 this thesis, the foundation is established through the Theory of Reasoned Action (TRA) and the Theory of Planned Behavior (TPB), which provide a framework for understanding decision-making processes The research model focuses on factors influencing the selection of foreign language centers, drawing on the works of notable authors such as David Chapman, Joseph Sia Kee Ming, Uwe Wilkesmann, and Nguyen Minh This comprehensive approach aims to analyze the dynamics of language education and its implications for students' choices.
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 research employs qualitative methods, including analysis, synthesis, and descriptive statistics, to establish a theoretical foundation by reviewing relevant literature from Vietnam and abroad Expert consultations are conducted to gather insights and refine the factors influencing students' decisions to choose English language centers in Ho Chi Minh City Additionally, group discussions with current English learners at these centers are utilized to identify key determinants, allowing for adjustments to the research framework The study further incorporates sociological investigation methods to carry out the official research phase effectively.
Quantitative research employs SPSS 23 software to assess scale reliability via Cronbach's Alpha analysis It utilizes Exploratory Factor Analysis (EFA) through Bartlett's test of sphericity and the Kaiser-Meyer-Olkin (KMO) coefficient to evaluate EFA suitability Additionally, Pearson correlation analysis is conducted between factors, followed by 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 subsequent phase of the study involves seven essential steps for conducting research, alongside the outcomes related to the development 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 prior studies, incorporating eight key factors: (1) Reputation, (2) Facilities, (3) Teacher/Staff quality, (4) Tuition costs, (5) Marketing effectiveness, (6) Societal influence, (7) Student motivation, and (8) Decision-making (dependent).
The Likert scale effectively measures concepts due to its non-restrictive nature, which encourages respondents to engage and reduces the likelihood of evasive answers, ultimately leading to more accurate assessments of the concepts being studied.
When selecting an English language school in Ho Chi Minh City, several key factors significantly influence the decision-making process These factors include the school's reputation, the quality of teaching staff, course offerings, and the overall learning environment Additionally, the location and accessibility of the center, along with tuition fees and available facilities, play crucial roles in shaping students' choices Understanding these observed variables is essential for prospective students as they navigate their options in this vibrant educational landscape.
A group discussion with 10 students studying English at foreign language centers in Ho Chi Minh City was conducted to identify the factors influencing their decision to learn English This dialogue aimed to refine the draft scale, ensuring it aligns better with the needs of the official research.
Following the interviews with all subjects, the collected data was used to edit the questionnaires The corrected data will be shared with participants for verification The qualitative research concluded when the discussion questions yielded repetitive results, showing no new insights or changes.
Group discussions revealed consensus on eight scales, particularly regarding teachers, indicating that staff do not influence the decision to enroll in English courses 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, the choice of study materials does not significantly influence the decision to pursue English language courses 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 utilized an online survey to gather data, with 300 questionnaires completed via Google Forms The findings were analyzed using SPSS 23.0, providing a comprehensive overview of the sample distribution based on 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 and workers aged 22-30 This focus on younger demographics 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 at the English center reveals a significant difference, with females comprising 68% of the participants This random selection indicates that both genders had equal opportunity to attend, yet the data suggests a higher number of girls than boys frequenting the center, though this is not definitive.
The article highlights that among the low-income demographic earning below 3 million, 93% of the 278 individuals are students without employment Additionally, the segment earning between 3 million and less than 5 million comprises 22 individuals, accounting for 7% of the total.
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 acceptable reliability, with no variables falling below the threshold of 0.4 Given that the total correlation coefficients for all 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 acceptable threshold of 0.4 Consequently, all observed 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 internal consistency All observed variables have total correlation coefficients exceeding the acceptable threshold of 0.4, confirming their validity Consequently, these variables 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 internal consistency All observed variables exceed the minimum threshold of 0.4 for total correlation coefficients, affirming their validity Consequently, these variables will be utilized in the Exploratory Factor Analysis (EFA) for further evaluation.
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 Marketing scale demonstrates a strong reliability with a Cronbach’s Alpha of 0.847, indicating excellent results All observed variables exceed the acceptable threshold of 0.4 for total correlation coefficients, confirming their inclusion for evaluation in Exploratory Factor Analysis (EFA).
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 Cronbach’s Alpha for the Social Influence scale is an impressive 0.872, indicating excellent reliability With no variables falling below the acceptable threshold of 0.4, all observed variables demonstrate strong total correlation coefficients Consequently, all variables within the Social Influence scale are validated and 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 internal consistency All observed variables have correlation coefficients exceeding the acceptable threshold of 0.4, confirming their validity Consequently, these variables will be utilized in the Exploratory Factor Analysis (EFA) for further evaluation.
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 Decision on Choosing an English Center scale demonstrates a high reliability with a Cronbach’s Alpha of 0.907, indicating excellent internal consistency All observed variables exhibit total correlation coefficients exceeding the acceptable threshold of 0.4, confirming their validity Consequently, these variables will be utilized in the Exploratory Factor Analysis (EFA) for further evaluation.
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 The Bartlett test yielded a significant p-value of 0.000, indicating strong statistical significance (Sig < 0.05) Additionally, the KMO score of 0.728 surpassed the required threshold of 0.5, demonstrating that the data met the essential criteria for conducting exploratory factor 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 66.203% of the variance is accounted for by seven motivational factors This indicates that the application of factor analysis on 39 items is justified, as EFA is deemed suitable when the total variance explained exceeds 50% Furthermore, the results demonstrate that all factors are independently structured without any 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 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 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, indicated by coefficients of 0.2, 0.352, 0.251, and 0.235 In contrast, the relationship between Decision and Teacher is moderate, with 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 structured four-step process Initially, the model's fitness was assessed through R, R², and adjusted R² values Next, the overall significance of the research model was evaluated using the F-test 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 assesses the fit of a regression model through key metrics such as R, R Square, Adjusted R Square, and the Standard Error of the Estimate The multiple correlation coefficient, indicated by the R value, measures the predictive quality of the dependent variable, with a value of 0.718 demonstrating 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 for Overall Significance, as presented in Table 4.24, confirms the rationality and fitness of the research model The results indicate that the calculated F value of 44.514, with degrees of freedom (7,299), is significantly greater than the tabulated F value at the 0.05 level, with a p-value of less than 0.001 This demonstrates that the independent variables are statistically significant predictors of the dependent variable, affirming that the overall regression model is a strong fit for 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 below 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 a clear interpretation of the results.
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 that 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 effect on Decision (D), while the sign of the coefficient reveals the direction of this effect Specifically, the coefficient illustrates the expected increase in satisfaction with a one-unit increase in a 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 %.