Factors affecting decisions on choosing english centers of students in ho chi minh city

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[.]

I Table of Contents Chapter 1: INTRODUCTION 1.1 Rationale 1.2 Research background 1.3 Aims and Objectives 1.3.1 Aims 1.3.2 Objectives .3 1.4 Scope of the research 1.5 Research questions 1.6 Research methods .3 1.7 Contribution and significance of the research 1.7.1 New contributions 1.7.2 Scientific and practical significance of the research .3 1.8 Structure of the research Chapter 2: : LITERATURE REVIEW 2.1 Some primary definitions 2.1.1 Definition of decision 2.1.2 Definition of motivation .6 2.1.3 Definition of learning motivation 2.1.4 Types of learning motivation 2.2 Theoretical background .7 2.2.1 Theories about foreign language learning motivation 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 II 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 III 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 33 Figure 4-2 Research Sample 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 V 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 VI 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 42 Table 4-25 Factor analysis with independent variables Total Variance Explained 43 Table 4-26 Factor analysis with independent variables – Rotated 44 Table 4-27 Factor analysis with independent variables – Rotated 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 .50 Table 4-34 Correlations .51 Table 4-35 Correlations .52 Table 4-36 Correlations .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 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 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 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 eyecatching 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 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) 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 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 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