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

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Table of Contents

LIST OF FIGURES

LIST OF TABLES


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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


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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 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

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

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Ho Chi Minh City;
Assess the influence of each factor on the choice of a language center by

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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
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Students of many different universities in Ho Chi Minh City.

1.5 Research questions
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Factors affecting the choice of foreign language centers of students in Ho
Chi Minh City.

1.6 Research methods
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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

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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

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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.


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Instrumental motivation is understood as the learner uses the learned language into
his or her job and purpose.
2.1.4.2

Internal (intrinsic) and external (extrinsic) learning motivation in

learners
Learners who are motivated by internal learning, such as learning foreign
languages, must come from passion, love, joy and real need to learn even when
learners do not need to use the language for work or any other purposes. In contrast
to the internal learning motive is the external learning motive. People who are
motivated by external learning are influenced by the environment, for example, the
reward from teachers or parents, learning to receive gifts or study for good grades,
certificates, etc. (Schiefele, 1996) argued that internal learning motivation is crucial
for foreign language learning. On the basis of passion, a real interest in learning will
enable the learner to achieve high academic results. That is also the goal achieved
by teachers in general and foreign language teachers in particular.
2.2 Theoretical background
2.2.1 Theories about foreign language learning motivation

2.2.1.1

Robert Gardner's Theory

Robert Gardner's theory of foreign language mechanics is considered to be
the most successful and the most influential theory for teaching and learning foreign
languages today. From the early 1970s, Gardner and his colleagues studied a
formula for measuring foreign language mechanics, the Attitude / Motivation Test
Battery (AMTB). Initially, Gardner conducted a study in a group of students
learning French from grades 7 to 11 in Canada (the first language of these students
was English), to measure the mechanical dynamics of foreign languages, attitudes,
and factors of fear of learning foreign languages. Later, he conducted research in
other places such as in London, Orantio and in seven other regions of Canada.
In measuring AMTB, Gardner and his colleagues studied the following five
areas:

o Attitudes toward learning: including students' attitudes / attitudes
towards teachers and peer groups.


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o Integrativität: AMTB studies the following three main factors:
orientation to become a member of a group or an organization, an
interest in learning a foreign language and attitude towards target
language user group.
o Learning motivation is assessed through the following factors:
• Increasing motivation for learning motivation;
• Desire to learn foreign languages;
• Opinions / attitudes towards the process of learning a foreign
language.
o Media orientation;
o Fear of learning a foreign language is expressed through the following
cases:
• Fear of using foreign languages in the classroom;
• Fear of using foreign languages in daily life.
2.2.1.2

Crookes and Schmidt 's Theory

Crookes and Schmidt drafted a study on learning motivation in 1991. This
research opened a new era in the study of motivational learning in the field of
foreign language teaching and learning. The two authors also pointed out that
research studies have so far ignored the role of the classroom environment in
foreign language learning. The correlation between learning motivation and foreign

language learning is analyzed through the following four aspects:
o Schmidt said that the focus of the learner on the learning content is
the main condition for learning a foreign language;
o Scope of the teaching situation during the lesson includes techniques
and activities performed by teachers and students during the teacher's
class to enhance the quality of teaching content;
o Scope of the curriculum: Teachers draft the curriculum based on the
needs of learners, discuss with colleagues about the selection of
teaching materials and about the strengths and weaknesses of
materials have been put into use during class hours;
o Outside school hours refers to the outside environment where students
can use well the language knowledge they have acquired.


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2.2.1.3

Williams and Burden 's Theory

According to Williams and Burden (1997), each individual has a different
motive for learning. Therefore, it is completely different for each individual to be
motivated to learn a foreign language and persevere in order to achieve academic
results in each individual. According to the two authors, learning motivation
consists of the following three main factors:
o Reason for learning: Here the reason for learning is influenced by
internal and external factors of each individual;
o Decision to learn;
o Maintain the effort as well as endurance to successfully complete the

learning.
Also according to Williams and Burden, learning motivation is the result of a
combination of external and internal factors of each individual. Internal factors in
each individual include mainly the causes leading to learning behavior, the ability to
control changes in learning process and the ability to realize the set goals. In the
external factors, what should be mentioned are parents, teachers and friends. They
do not directly impact but are able to support and accelerate the learning process of
learners.
In the current market mechanism, people have boldly changed their views on
education, treating students as well as "customers", and the school is like a
"business" that provides "educational services". For businesses to exist and develop,
they have to appreciate customers and their needs. From that point of view, we must
consider consumer behavior as a theoretical basis for this topic.
2.2.2 Theories about consumer behavior

From the early twentieth century, the theory of human behavior was formed.
Authors Ivan P. Pavlow (1923), Edward L. Thorndike (1925) and BFSkinner
(1930) are the founders of behavioral science with the study of Conditioned
Reflexes and Law of Effect based on Thorndike's impact law development
with research on rewards and punishment. So far, behavioral theory has
developed and is used as the main methodology for many different sciences


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such as medicine, organizational behavior, social behavior, and individual as
well as organizational shopping behavior.
With the study of consumer behavior, Philip Kotler (2001) considers that this
is an important task that has a great influence in the decision-making process of

marketing strategies of businesses. Instead of marketers being able to understand
consumers through their daily exposure, transactions and sales experience, the
growth in size and market of businesses has made many homeowners a lot more
difficult. Marketing management is no longer in direct contact with customers, but
information from the sales department is still subjective. Therefore, managers had
to put research into consumer behavior in their field to help the company to make
appropriate, accurate decisions and develop an effective marketing plan to generate
revenue and attract customers.
The key issue for a company to formulate effective marketing strategies is to
understand how consumers' needs and their purchasing processes are carried out
through stages where marketers can discover. I have to do how to satisfy
consumers. This is the basis for businesses can plan effective marketing programs
for the target market of the business.
2.3 Overview of research related to the topic
2.3.1 Research in the world

The ideas of career orientation for the younger generation are manifested
through the division of labor depending on the status and origin of each person in
society. In the 1940s, American psychologists JL Holland has researched and
acknowledged the existence of personality types and career interests that the author
points out that for each type of career personality there are some of the professions
that individuals can choose to have. get the highest work results.
By the 1980s, David W. Chapman (1981) conducted a study of a broad range
of factors influencing students' university choice. The author argues that "factors of
characteristics" and "factors of external influences" are the two main factors.
Meanwhile, the university's fixed characteristics such as tuition fees, geographic
location or cost assistance programs or dormitory environment as well as


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university's communication efforts with students are among influencing factors. The
Daivid W. Chapman model (1981) has been further studied by Hanson and Litten
(1982). The results of the research group showed that factors about personal
attributes, environment, community policy, university activities have a significant
influence on the student's decision to choose a school.
In their research, Mei Tang, Wei Pan and Mark D. Newmeyer applied the
model of occupational social development theory model to examine the factors
affecting the career choice trend of secondary students.
Bromley H. Kniveton (2004) surveyed 384 teenagers (including 174 men
and 174 women) between the ages of 14 and 18. The results indicated that both
schools and families can provide information. and guidance that directly or
indirectly affects the youth's career choices. Teachers can identify skills and abilities
that encourage students to participate in extracurricular activities, to participate in
vocational labor, or to visit production facilities. Meanwhile, parents of students
have a great influence on providing certain appropriate support for career choice.
There is also the impact of siblings in family on this decision.
Factors that influence school choice in the Philippines are Christine Joy Tan
(2009) points out that "future career opportunities" "safety" and "education" are the
three most influential factors to the student's choice of school.
Joseph Kee Ming Sia (2010) has developed models of David W. Chapman
(1981) and Nurlida (2009) in other aspects. The author has demonstrated that the
University's reputation, facilities, and financial support factors have a strong
influence on a student's decision to choose a university. In addition, the author also
explained that information satisfaction also affects students' school choices.
MÔ HÌNH NGHIÊN CỨU CỦA CÁC TÁC GIẢ TRÊN NHƯ THẾ NÀO?
2.3.2 Research in Vietnam

Researching career-oriented science in Vietnam, according to experts, had

strong development steps in the 1970s and 1980s. Professor Pham Tat Dong, who
has been devoted to researching theoretical and practical issues for vocational
education such as determining the purpose, meaning and role of vocational


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guidance; interests, needs and career motivation; system of vocational views,
principles, contents, methods and methods of vocational education. Following is
Professor Nguyen Van Ho, who is very interested and in-depth research on
vocational education. Recently, the professor has also published the book "Careeroriented education and technical teaching in high school", the book has presented
systematically about the theoretical basis of direction education. and vocational
education in high schools and technical teaching at high schools in the context of
market economy and the industrialization and modernization of the country today.
Regarding the analysis of the factors that influence the choice of an English
language center, Ms. Doan Thi Hue (2016) also had a master thesis on analyzing
student's choice at Nha Trang University The work has very valuable presentations
on this topic.
MÔ HÌNH NGHIÊN CỨU CỦA CÁC TÁC GIẢ TRÊN NHƯ THẾ NÀO?
2.3.3 General assessment of research related to topic

Regarding the collection and building of a theoretical basis for the research
topic and an overview of the relevant research works, the new research focuses only
on vocational education, in which the trend of choosing schools and choosing
careers of students is an important component, it has an impact relationship with
many different components. Studies have found general fundamentals (David W.
Chapman, 1981; Hanson and Litten, 1982) or later studies have specifically
developed elements in the general model, then to study in detail the factors affecting
the choice of school and industry.

Meanwhile, domestic studies have also inherited and applied world research
models into practice affecting the choice of schools and career options for students
in Vietnam. This is an advantage for the current research of the author in building a
research model that includes general factors, although current studies are research
works related to career guidance, there are not many studies or surveys related to
choosing a language center for students in Ho Chi Minh City. That is why it is
necessary to formulate and systematically study the observed variables affecting the
choice of students' foreign language centers.


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Summary of Chapter 2:
Chapter 2 addresses the importance of foreign language learning for
students, while also presenting the theoretical foundations regarding the choice of
school and major for students. In addition, the author also summarizes the factors
that influence the school choice, the choice of industry of the previous research
documents, thereby forming the proposed model and hypothesis including 10
hypotheses and 38 factors as a basis for the next research.


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Chapter 3: METHODOLOGY
3.1 Research design
3.1.1 Research model

The author built a research model and presented 10 research hypotheses from

H1 to H10 with 38 representative factors which influence the decision of choosing
an English center for students in Ho Chi Minh City. In particular, the factor groups
are hypothesized from H1 to H10 as quantitative independent variables that directly
affect the dependent variable, which is the decision on choosing an English center
for students in Ho Chi Minh City. In addition, the demographic factors such as
gender, university, major will be considered with the expected indirect impact on
the relationship between the above mentioned independent variables and the
dependent variable in the model.


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Location
Marketing

Training program

Training quality

Teacher

Decision of choosing
an English center

Tuition fee
Facility
Recommendation
Brand
Connection

Figure 3-1 Research Model
Source: Compiled by the author
CƠ SỞ NÀO ĐỀ XUẤT MÔ HÌNH NÀY? TẠI SAO PHẢI LÀ MÔ HÌNH NÀY
MÀ KHÔNG PHẢI LÀ MÔ HÌNH KHÁC? CƠ SỞ KHOA HỌC NÀO?
3.1.2 Defining variables

3.1.2.1

Geographical location

In his research work, Sevier (1986) showed that location can be an important
determinant of a student's ability to choose a university. Students can search for
schools near their home or workplaces for convenience (Absher & Crawford 1996;
Servier, 1994). Because most students choose to study a foreign language as a tool


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after they graduate, they usually have English classes after school hours. Therefore,
that English centers are located close to their university would be a significant
advantage affecting students' choice.
Hypothesis H1: If the English center is located in favorable locations,
students are more likely to choose that English center.
3.1.2.2

Marketing

Today, in the fiercely competitive environment, schools and centers are
trying to promote their image on the mass media such as Internet, TV, radio,

posters, leaflets,etc. in order to attract learners' attention.
The research results of D.W.Chapman (1981) also particularly emphasize the
impact of schools 'communication efforts on students. They can post ads on
magazines, television or through cultural and sports activities to attract the attention
of students and their families. In addition, promotions and tuition discount also
influence a student's choice of school. From the above factors, hypothesis H2 is
given as follows:
Hypothesis H2: If the English center tries to advertise and has
promotion programs, students are more likely to choose that English center.
NẾU CÁC HOẠT ĐÔNG MÀ PHẢN CẢM ĐỐI VỚI NGƯỜI HỌC
THÌ NGƯỜI HỌC CÓ THÍCH CHỌN KHÔNG?
3.1.2.3

Training program

The content of the courses together with the curriculum system clearly going
into practice and being highly applicable in the curriculum will promote positive
learning attitudes for students (Curran & Rosen, 2006). Diverse and attractive
training programs to meet the practical needs of the learners are one of the factors
influencing students' school choice. From there the hypothesis H3 is proposed to be:
Hypothesis H3: If the English center has more specialized and intensive
training programs, students are more likely to choose that English center.
NẾU NGƯỜI HỌC CẢM NHẬN AC1C KHÓA ĐÀO TẠO ĐÓ KHÔNG
PHÙ HỢP VỚI HỌ THÌ HỌ CÓ MUỐN HỌC KHÔNG?


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3.1.2.4

Training quality

Students are "customers" and the school or centers units are considered as
"special service providers". Service quality is a matter of great concern to managers
in the current fierce competition. There are many different definitions of service
quality, but in general many experts think that service quality is what customers
feel. Each customer has different perceptions and needs, so the perception of service
quality is also different. According to Feigenbaum (1991), “quality is the customer's
decision based on actual experience with the product or service, measured based on
customer requirements, which can be stated. or not stated, consciously or simply
perceived, wholly subjective or professional and always representing a dynamic
goal in a competitive market ”. According to Lehtinen (1982), service quality must
be assessed on two aspects: the service delivery process and the service outcome.
From the discoveries on the hypothesis H4 is stated as follows:
Hypothesis H4: If the English center meets the expectation of quality,
ensuring the quality output of students after finishing the course, students are
more likely to choose that English center.
3.1.2.5

Teachers

Teachers play an important role throughout the learning process. Teachers
are the ones who bring knowledge and inspire learners to approach human
knowledge and culture. Teachers' image development and pedagogical relationships
play an important role in building awareness for learners. Firm, in-depth and
professional knowledge and enthusiasm of teachers have a positive impact to
students' learning attitudes (Curran & Rosen, 2006; Huang & Hsu, 2005). Based on
this argument, the hypothesis H5 is stated as follows:
Hypothesis H5: If the English center has a team of highly qualified

teachers, students are more likely to choose that English center.
QUALIFIED NHƯNG NGƯỜI HỌC THẤY KHÔNG PHÙ HỢP THÌ
HỌ CÓ THÍCH CHỌN KHÔNG?


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3.1.2.6

Tuition fee

Joseph (2000) argues that the cost of education has a great influence in the
decision to choose a university. Not only for university but also for foreign language
learning centers, tuition fee is an important factor affecting students' choice of
English center. Thus, the hypothesis H6 is stated as follows:
Hypothesis H6: If the English center has a reasonable tuition fee level,
students are more likely to choose that English center.
3.1.2.7

Facilities

Besides the quality of training, facilities are a very important standard.
Especially in the current economic development conditions, most families want
their children to study in a school with adequate, modern and comfortable facilities.
The system of good and complete facilities can meet the learning needs of students,
inspire students' passion for learning as well as ensure the quality of teaching of
teachers (Curran & Rosen, 2006; Huang & Hsu, 2005). Hence, the hypothesis H7 is
stated as follows:
Hypothesis H7: If the English center has modern and comfortable

facilities, students are more likely to choose that English center.
3.1.2.8

Recommendation

Students are the ones who directly "consume" educational products, but the
payment for this special service sometimes belongs to their parents. Therefore,
parents are an important source of reference for students. In addition, according to
D. W. Chapman, in choosing a school, students are also strongly influenced by the
persuasion and advice of their friends and family. Hypothesis H8 is stated as
follows:
Hypothesis H8: If the English center is recommended by students’
parents and friends, students are more likely to choose that English center.
3.1.2.9

Brand

M. J. Burns and colleagues (2010) showed that it is obvious that the school's
reputation will be an influencing factor to the student's choice. Therefore,
hypothesis H9 is stated:


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Hypothesis H9: If the English center has a higher reputation, students
are more likely to choose that English center.
3.1.2.10

Connection

This factor is given by the author based on the author's experience in the
process of working as a freelance English teacher. The author’s students say that the
reasons why they have chosen the author’s classes are the connections they have
with classmates and students from other classes. This helps expand their social
relationships.
Hypothesis H10: If the English center can connect the learner with
others and maintain such relationships, students are more likely to choose that
English center.
3.1.3 Building scales and preliminary assessment of scales

The scale consists of 10 quantitative groups which are expected to influence
the choice of students' foreign language centers in Ho Chi Minh City. The scale
used in the model is a 5-step Likert scale used for research with a gradual drop in
agreement from 1 to 5.
3.1.3.1

Scale of Geographical location

The scale of the geographical position was created by the author with four
questions based on the impact of factors such as distance, convenience of transport,
or near tourist centers where foreign visitors are located to facilitate
communication.
Table 3-1 Scale of Geographical location
ENCODE
Loca1
Loca2
Loca3

OBSERVED V

Being near stud
Being near stud
Being far from

Loca4

Being near tou


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ENCODE
Pro1
Pro2
Pro3
Pro4
Pro5

Broad contents, includin
An intensive study progr
A separate curriculum th
A curriculum updated wi
A curriculum with many

3.1.3.2

Scale of Marketing

The Marketing scale consists of four observed variables related to marketing

policies of the center such as advertising, promotions for students.
Table 3-2 Scale of Marketing
Source: Compiled by the author
3.1.3.3

Scale of Program

Including five observed variables with training contents as well as
extracurricular activities for students of the center.
Table 3-3 Scale of Program
ENCODE OBSERVED VARIABLES
Mkt1
Widely advertised on the mass media.
Mk2
Mk3

Mk4

SOURCES
The author adjusts the
variable from Doan
Thi Hue, 2016
Having many incentive policies, attractive The author adjusts the
promotions such as tuition discount or gifts. variable from Doan
Thi Hue, 2016
Having
scholarships
for
financially The author
disadvantaged students and refund fees for

the international certification exams if
students get high scores.
Having a team of professional and qualified The author adjusts the
consultants.
variable from Doan
Thi Hue, 2016
Source: Compiled by the author


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3.1.3.4

Scale of Quality
Table 3-4 Scale of Quality

ENCODE
Qua1
Qua2
Qua3

OBSERVED VARIABLE
Having an effective teach
Ensuring output quality a
Ensuring international st
Source: Compiled by the author
The content of this scale relates to questions such as output quality assurance

and certification. Learning a foreign language has many purposes: getting a degree,

learning quality.
3.1.3.5

Scale of Teachers

Teacher scale consists of four observed variables coded from H51-H53,
referring to the content of the attitude, professional qualifications of teachers,
foreign teachers and teaching assistants. This is expected to be a factor relatively
important in the students’s choice.
Table 3-5 Scale of Teachers
ENCODE
Tea1
Tea2
Tea3

OBSERVED V
Having team o
Having 100% t
Having a team
Source: Compiled by the author

3.1.3.6

Scale of Tuition Fee

Tuition is one of the factors that is of great interest to students when they
intend to attend a training program. With family-based spending, they have to
balance their own limited financial resources, so tuition is essential when deciding
where to study. Therefore, the author constructed a tuition scale with four observed
variables as follows:

Table 3-6 Scale of Tuition Fee
ENCODE
Fee1
Fee2

OBSERVED V
Having very hi
Having high tu


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23

Fee3

Having low tui

Fee4

Having tuition
Source: Compiled by the author

3.1.3.7

Scale of Facilities

Facilities are the first element to be considered when a center is established.
Stemming from the current learners' needs and the actual situation in the centers of
HCMC, the author finds that in addition to the essentials that play a core role such
as training programs, quality of training, teachers, etc. then facilities also occupy an

important position which significantly affects students' decisions. And the factors
related to facilities are presented by the author in the table below, including four
questions:


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Table 3-7 Scale of Facilities
ENCODE
Fac1
Fac2
Fac3
Fac4

OBSERVED V
Having modern
Having good fa
Providing suffi
Having a webs
Source: Compiled by the author

3.1.3.8

Scale of Recommendations

Suggestions and counseling of relatives are also a factor that affects the
psychology of students when they are facing many choices. Recommendations can
be from family members or teachers or friends. Depending on the situation, age,
learning environment, the subjects that affect students' psychology are different.

Because the students are also mature, independent thinkers at this time, the advice is
not just about family. Starting from the previous studies, the author offers four items
to ask for suggestions, advice of relatives affecting the students’ decision as follows:


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Table 3-8 Scale of Recommendations
ENCODE
Rec1
Rec2
Rec3

OBSERVED V
Having recomm
Having recomm
Having recomm
Source: Compiled by the author

3.1.3.9

Scale of Branding

In a bustling market like HCMC where there are countless brands of English
language centers, choosing a reputable or reputable center is considered as a factor
to consider in the students’ choice of choice.
Table 3-9 Scale of Branding
ENCODE
Brand1

Brand2
Brand3
Brand4

OBSERVED V
Being a large a
Being a reputa
Being a long-e
Being in coope
Source: Compiled by the author

3.1.3.10

Scale of Connection

Today, the world is becoming flatter. Having a wide network is also
considered an advantage of an individual. Therefore, the author thinks that
connecting factor is also a factor that students consider when choosing an English
center.
Table 3-10 Scale of Connection
ENCODE
Con1
Con2
Con3
Con4

OBSERVED V
Connecting stu
Connecting lea
Having teacher

Allowing stude
Source: Compiled by the author

3.1.3.11

Scale of Decision

The Decision scale is measured by six observation variables. The content is
considered the result of the student's decision to choose a language center in Ho Chi
Minh City.