Factors affecting decisions on choosing english centers of students

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Table of Contents

Chapter 1: INTRODUCTION................................................................................1

1.1 Rationale........................................................................................................1

1.2 Research background...................................................................................2

1.3 Aims and Objectives.....................................................................................2

1.3.1 Aims........................................................................................................2

1.3.2 Objectives...............................................................................................3

1.4 Scope of the research....................................................................................3

1.5 Research questions........................................................................................3

1.6 Research methods.........................................................................................3

1.7 Contribution and significance of the research...........................................3

1.7.1 New contributions...................................................................................3

1.7.2 Scientific and practical significance of the research...............................3

1.8 Structure of the research..............................................................................4

Chapter 2: : LITERATURE REVIEW..................................................................6

2.1 Some primary definitions.............................................................................6

2.1.1 Definition of decision.............................................................................6

2.1.2 Definition of motivation.........................................................................6

2.1.3 Definition of learning motivation...........................................................6

2.1.4 Types of learning motivation..................................................................6

2.2 Theoretical background...............................................................................7

2.2.1 Theories about foreign language learning motivation............................7

2.2.2 Theories about consumer behavior.........................................................9

2.3 Overview of research related to the topic.................................................10

2.3.1 Research in the world............................................................................10

2.3.2 Research in Vietnam.............................................................................11

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2.3.3 General assessment of research related to topic...................................12

Chapter 3: METHODOLOGY.............................................................................13

3.1 Research design...........................................................................................13

3.1.1 Research model.....................................................................................13

3.1.2 Defining variables.................................................................................14

3.1.3 Building scales and preliminary assessment of scales..........................17

3.1.4 Designing questionnaires......................................................................26

3.2 Data collection.............................................................................................27

3.2.1 Methods of data collection....................................................................27

3.2.2 Sample size...........................................................................................27

3.3 Methods of data analysis............................................................................28

3.3.1 Process and methods of research..........................................................28

3.3.2 Testing by Cronbach’s Alpha coefficients............................................29

3.3.3 Exploratory Factor Analysis EFA.........................................................29

3.3.4 Analysis of Pearson-r correlation coefficient.......................................30

3.3.5 Multivariate regression analysis...........................................................30

Chapter 4: RESEARCH RESULTS.....................................................................32

4.1 Description of the research sample...........................................................32

4.2 Analyze the reliability of the scale by Cronbach’s Alpha coefficients...33

4.2.1 Analytical results of the scale "Geographical location"........................34

4.2.2 Analytical results of the scale "Marketing"..........................................35

4.2.3 Analytical results of the scale "Training program"...............................35

4.2.4 Analytical results of the scale "Training quality".................................36

4.2.5 Analytical results of the scale "Teachers"............................................36

4.2.6 Analytical results of the scale "Tuition"...............................................37

4.2.7 Analytical results of the scale "Facilities"............................................37

4.2.8 Analytical results of the scale "Recommendations from relatives and

friends"..............................................................................................................38

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4.2.9 Analytical results of the scale "Brand".................................................39

4.2.10 Analytical results of the scale “Connections and Bonding in class”....39

4.2.11 Analytical results of the scale “Decision”............................................40

4.3 Exploratory Factor Analysis......................................................................40

4.3.1 Factor analysis with independent variables..........................................41

4.3.2 Dependent scale....................................................................................46

4.4 Test the research model by regression analysis.......................................47

4.4.1 Adjust the research model.....................................................................47

4.4.2 Pearson correlation coefficient analysis................................................49

4.5 Regression analysis.....................................................................................54

4.5.1 Detect necessary hypothetical violations..............................................54

4.5.2 Regression analysis, model testing and theoretical testing...................58

Chapter 5: CONCLUSION AND RECOMMENDATIONS..............................64

5.1 Conclusion...................................................................................................64

5.2 Recommendations.......................................................................................65

5.3 Limitations and future research................................................................66

REFERENCES..........................................................................................................I

APPENDIX.............................................................................................................III

APPENDIX 1: TABLE OF OFFICIAL RESEARCH QUESTIONS................III

APPENDIX 2: CRONBACH’ALPHA ANALYTICAL RESULTS..................IX

APPENDIX 3: ANALYTICAL RESULTS OF EXPLORATORY FACTOR

EFA.......................................................................................................................XIX

APPENDIX 4: NALYTICAL RESULTS ON CORRELATION AND LINEAR

REGRESSION................................................................................................XXXII

APPENDIX 5: DESCRIPTIVE STATISTICS...........................................XXXIX

IV

LIST OF FIGURES

Figure 3-1 Research Model.......................................................................................14

Figure 4-1 Research Sample 1..................................................................................33

Figure 4-2 Research Sample 2..................................................................................33

Figure 4-3 Scatterplot Method..................................................................................55

Figure 4-4 Regression Standardized Residual..........................................................56

Figure 4-5 Normal P-P Plot of Regression Standardized Residual..........................57

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LIST OF TABLES

Table 3-1 Scale of Geographical location.................................................................18

Table 3-2 Scale of Marketing...................................................................................19

Table 3-3 Scale of Program......................................................................................20

Table 3-4 Scale of Quality........................................................................................20

Table 3-5 Scale of Teachers......................................................................................21

Table 3-6 Scale of Tuition Fee..................................................................................22

Table 3-7 Scale of Facilities.....................................................................................23

Table 3-8 Scale of Recommendations......................................................................24

Table 3-9 Scale of Branding.....................................................................................24

Table 3-10 Scale of Connection................................................................................25

Table 3-11 Scale of Decision....................................................................................26

Table 4-1 Geographical Location Reliability Statistics............................................34

Table 4-2 Geographical Location Item-Total Statistics............................................34

Table 4-3 Marketing Reliability Statistics................................................................35

Table 4-4 Marketing Item-Total Statistics................................................................35

Table 4-5 Training program Reliability Statistics....................................................35

Table 4-6 Training program Item-Total Statistics....................................................36

Table 4-7 Training quality Reliability Statistics.......................................................36

Table 4-8 Training quality Item-Total Statistics.......................................................36

Table 4-9 Teachers Reliability Statistics..................................................................36

Table 4-10 Teachers Item-Total Statistics................................................................37

Table 4-11 Tuition Reliability Statistics...................................................................37

Table 4-12 Tuition Item-Total Statistics...................................................................37

Table 4-13 Facilities Reliability Statistics................................................................37

Table 4-14 Facilities Item-Total Statistics................................................................38

Table 4-15 Recommendations from relatives and friends Reliability Statistics.......38

Table 4-16 Recommendations from relatives and friends Item-Total Statistics.......38

Table 4-17 Brands Reliability Statistics...................................................................39

Table 4-18 Brand Item-Total Statistics.....................................................................39

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Table 4-19 Connections and Bonding in class Reliability Statistics........................39

Table 4-20 Connections and Bonding in class Item-Total Statistics........................39

Table 4-21 Decision Reliability Statistics.................................................................40

Table 4-22 Decision Item-Total Statistics................................................................40

Table 4-23 Factor analysis with independent variables - KMO...............................41

Table 4-24 Factor analysis with independent variables Total Variance Explained 1

...................................................................................................................................42

Table 4-25 Factor analysis with independent variables Total Variance Explained 2

...................................................................................................................................43

Table 4-26 Factor analysis with independent variables – Rotated 1........................44

Table 4-27 Factor analysis with independent variables – Rotated 2........................45

Table 4-28 Dependent scale - KMO.........................................................................46

Table 4-29 Dependent scale - Total Variance Explained.........................................46

Table 4-30 Dependent scale - Component................................................................46

Table 4-31 Original design components...................................................................48

Table 4-32 New components extracted from EFA...................................................49

Table 4-33 Correlations 1.........................................................................................50

Table 4-34 Correlations 2.........................................................................................51

Table 4-35 Correlations 3.........................................................................................52

Table 4-36 Correlations 4.........................................................................................53

Table 4-37 Anova.....................................................................................................58

Table 4-38 Model Summaryb

....................................................................................59

Table 4-39 Coefficientsa

...........................................................................................60

Table 4-40 Conclusion of the Hypothesis examination............................................62

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Chapter 1: INTRODUCTION

1.1 Rationale

The booming development of technology and the rapid growth of economy

open up many opportunities for international cooperation in the fields of economics,

politics and society between Vietnam and other countries in the world. Therefore,

learning one or some foreign languages has become an essential need of many

people, from children, students to workers. The ability to speak a foreign language

not only allows people to have more opportunities to find better jobs but also helps

to understand various cultures, making an important contribution to integration and

cooperation with the world.

The current context of globalization also creates a term called "global

citizens". These are individuals with a global mindset, a global vision, who do jobs

for the common good of the world, can work in many parts of the world. In order to

become such a global citizen, they have to master at least two important support

tools, foreign languages and information technology. Once people become

proficient at these two tools, together with their expertise, they can integrate easily

into the wider world and capture more valuable opportunities by the massive

information source.

For students, foreign language is an indispensable factor if they intend to

find scholarships to study abroad. It is also an important part of "soft knowledge"

their future careers, along with university degrees. Many government agencies,

private companies and businesses want to recruit people with foreign language

using skills. Foreign languages can be English, Chinese, French, Japanese, Korean,

etc. in which English is the most commonly taught one, which is included in the

curriculum of the Ministry of Education and Training right from the elementary

school level.

Ho Chi Minh City is the economic center of Vietnam and accounts for a

large proportion of the economy of Vietnam. Although the city takes up just 0.6%

of the country's land area, it contains 8.34% of the population of Vietnam, 20.2% of

its GDP, 27.9% of industrial output and 34.9% of the FDI projects in the country in

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2005. In addition, higher education in Ho Chi Minh City is a burgeoning industry;

the city boasts over 80 universities and colleges with a total of over 400,000

students.

Due to such a large demand, supply must also grow, especially in areas near

universities and colleges. According to the announcement of the Department of

Education and Training of Ho Chi Minh City on the list of licensed foreign

language and informatics centers as of April 12, 2017, there were about 422

establishments and 355 centers (some centers have many branches), not to mention

private teaching places. In particular, there are dozens of centers with very eye￾catching forms of advertising that make learners confused not know how to choose

the most suitable place to study. So what are the factors that the students in Ho Chi

Minh City have based on which to choose a suitable and effective language learning

place? In order to answer this question, I decided to choose the research topic

“Factors affecting decisions on choosing English centers of students in Ho Chi

Minh City”. Hopefully, this study will identify and evaluate the influence of the

factors affecting the decision of choosing a foreign language center for students in

Ho Chi Minh City, in order to find solutions to contribute to improving training

effectiveness at foreign language centers, helping foreign language centers build

training programs in accordance with the practical needs of learners, create

reputation, and increase competitiveness.

1.2 Research background

The closest study to the author's study is the study on English Language

Center Selection Factors at Nha Trang University by Doan Thi Hue (2016). This

author thinks that there are 6 main factors affecting students' decisions at Nha Trang

University, namely: Facilities (regression coefficient of 0.408), Training program

(0.362), Trademark (0.3333), Teachers (0.332), Tuition fee (0.244), Quality of

training (0.154).

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1.3 Aims and Objectives

1.3.1 Aims

The objective of the thesis is to study the factors affecting the decision of

choosing a language center for students in Ho Chi Minh City. On that basis, there

are implications for the renovation and improving training quality to create a

competitive position of foreign language centers in the city.

1.3.2 Objectives

- Identify the factors that affect the choice of a language center by students in

Ho Chi Minh City;

- Assess the influence of each factor on the choice of a language center by

students in Ho Chi Minh City;

- Analyze the differences in students' decision to choose foreign language

learning facilities, thereby offering implications for the innovation and

improvement of training quality, perfecting the learning and training

environment of Students at foreign language training centers in Ho Chi Minh

City.

1.4 Scope of the research

- Students of many different universities in Ho Chi Minh City.

1.5 Research questions

- Factors affecting the choice of foreign language centers of students in Ho

Chi Minh City.

1.6 Research methods

- Preliminary research using qualitative methods and formal studies using

quantitative methods.

1.7 Contribution and significance of the research

1.7.1 New contributions

In previous studies, the authors focused on analyzing the factors of choosing

a university, rather than choosing a foreign language center and a soft skills training

center. In the study of Doan Thi Hue, the study subject is Nha Trang University

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student, so there will be many differences with students in Ho Chi Minh City where

there are countless English centers.

1.7.2 Scientific and practical significance of the research

- In terms of theory: The topic serves as a theoretical reference for students'

choice of a foreign language center for researchers, educational field

administrators and strategic planners in Vietnam for further research in this

area.

- In practical terms:

o Providing a comprehensive, reliable and comprehensive source of

information for educational management activities of foreign

language centers.

o Research results help foreign language centers identify the factors that

influence students' choice of foreign language centers, and see the low

to high importance levels of factors to make strategic decisions, tailor

training programs to suit the needs of students, thereby improving the

competitive advantage of the language center.

o In addition, the experiences drawn in the research process are the

basis for the completion and implementation of research activities on

the motivation of choosing learners' foreign language training in later

studies.

1.8 Structure of the research

In addition to the pledge, thank-you, the annexes, the thesis includes 5

chapters with the following specific structure and contents:

Chapter 1: INTRODUCTION. Introduce the rationale of the topic, aims,

subjects and scope of research, research methods and contributions of the topic.

Chapter 2: LITERATURE REVIEW. The content of this chapter provides a

theoretical basis for students 'motivations, learning needs and summarizes models

studying the factors related to students' school choices. On the basis of theory and

research works, the author will propose a model to study the factors influencing

students' decision to choose a foreign language center.

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Chapter 3: METHODOLOGY. 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 underpin Chapter 4.

Chapter 4: RESEARCH RESULTS. The main content of the chapter is to

conduct research, analyse and give specific results related to students' decision to

select a foreign language center.

Chapter 5: CONCLUSIONS AND RECOMMENDATIONS. Based on the

results achieved in chapter 4, this final chapter will summarize the overall results

achieved, the shortcomings and limitations of the topic. At the same time, there are

some implications for improving the quality of educational services at the foreigner

market in Ho Chi Minh City.

Summary of Chapter 1:

Chapter 1 deals with the most basic information about a research paper,

from the rationale, the research objectives to the layout of the paper.

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Chapter 2: : LITERATURE REVIEW

2.1 Some primary definitions

2.1.1 Definition of decision

According to Cambridge English Dictionary, decision is a choice that you

make about something after thinking about several possibilities. In other words, the

term "decision" is used to emphasize the need to consider and calculate to decide

whether to use the optimal type or method of the existing conditions or ways to

achieve the goal under the conditions of scarce resources.

2.1.2 Definition of motivation

Also according to Cambridge English Dictionary, motivation means

enthusiasm for doing something, or the need or reason for doing something.

2.1.3 Definition of learning motivation

Motivation is a condition that activates and sustains behavior toward a goal.

It is critical to learning and achievement across the life span in both informal

settings and formal learning environments. For example, children who are

motivated tend to be engaged, persist longer, have better learning outcomes, and

perform better than other children on standardized achievement tests (Pintrich,

2003). Motivation is distinguishable from general cognitive functioning and helps

to explain gains in achievement independent of scores on intelligence tests

(Murayama et al., 2013). It is also distinguishable from states related to it, such as

engagement, interest, goal orientation, grit, and tenacity, all of which have different

antecedents and different implications for learning and achievement (Järvelä and

Renninger, 2014).

2.1.4 Types of learning motivation

2.1.4.1 Motivation is meant to be instrumental and integrative

These two concepts of learning motivation were introduced by Gardner and

Lambert in their research work in 1970. The motivation for integrative learning is

understood as the learner wants to become a member of that linguistic community,

for example learning a foreign language so that it can easily fit into an open world.