Tailieuxanh Factors Affecting Decisions On Choosing English Centers of Students in Ho Chi Minh City 8457

I
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
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 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
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 1
................................................................................................................................. 42
................................................................................................................................. 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 4-37 Anova....................................................................................................58
Table 4-38 Model Summaryb...................................................................................59
Table 4-39 Coefficientsa..........................................................................................60
Table 4-40 Conclusion of the Hypothesis examination...........................................62
1
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.
7
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;
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o Outside school hours refers to the outside environment where students

can use well the language knowledge they have acquired.
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
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with research on rewards and punishment. So far, behavioral theory has

developed and is used as the main methodology for many different sciences
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.
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Meanwhile, the university's fixed characteristics such as tuition fees, geographic

location or cost assistance programs or dormitory environment as well as
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
12
has been devoted to researching theoretical and practical issues for vocational
education such as determining the purpose, meaning and role of vocational
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 "Career-
oriented 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
13
necessary to formulate and systematically study the observed variables affecting the
choice of students' foreign language centers.
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
16
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?
17
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?
18
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:
19
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
ENCOD OBSERVED VARIABLES SOURCES
E
Loca1 Being near students’ school The author adjusts the variable from
for convenience and safety. Doan Thi Hue, 2016
Loca2 Being near students’ home The author adjusts the variable from
for convenience and Doan Thi Hue, 2016
security.
Loca3 Being far from students’ The author
20
school / home but travel and CƠ SỞ NÀO ĐỂ TÁC GIẢ ĐƯA

tuition costs are low. THÊM CÁC BIẾN NÀY VÀO? SAO
KHÔNG CHỌN BIẾN KHÁC? CÁC
PHẦN SAU TƯƠNG TỰ
Loca4 Being near tourist centers The author
where there are foreign
visitors.
E
Pro1 Broad contents, including all skills The author adjusts the
(Listening-Speaking-Reading-Writing) variable from Doan Thi
Hue, 2016
Pro2 An intensive study program for each skill The author
(class specializing in Writing, class for
Speaking)
Pro3 A separate curriculum that is standardized to The author adjusts the
suit the needs of the learner. variable from Doan Thi
Hue, 2016
Pro4 A curriculum updated with the most modern The author adjusts the
teaching methods. variable from Doan Thi
Hue, 2016
Pro5 A curriculum with many extra-curricular The author
activities for students (such as holding more
workshops, having a club, etc.)
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
21
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 SOURCES
Mkt1 Widely advertised on the mass media. The author adjusts the
variable from Doan
Thi Hue, 2016
Mk2 Having many incentive policies, attractive The author adjusts the
promotions such as tuition discount or gifts. variable from Doan
Thi Hue, 2016
Mk3 Having scholarships for financially The author
disadvantaged students and refund fees for
the international certification exams if
students get high scores.
Mk4 Having a team of professional and qualified The author adjusts the
consultants. variable from Doan
Thi Hue, 2016
3.1.3.4 Scale of Quality
Table 3-4 Scale of Quality
E
Qua1 Having an effective teaching method. At the The author adjusts the
end of the course, students can get free re- variable from Doan Thi
education if they fail the final test. Hue, 2016
Qua2 Ensuring output quality and students will be The author adjusts the
granted internal certification of the center. variable from Doan Thi
Hue, 2016
Qua3 Ensuring international standard training. The author adjusts the
22
variable from Doan Thi

Hue, 2016
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
E
Tea1 Having team of professional and The author
enthusiastic teachers with appropriate
qualifications and experience.
Tea2 Having 100% teachers who are foreign The author adjusts the
teachers or Vietnamese teachers studying variable from Doan Thi
abroad. Hue, 2016
Tea3 Having a team of Vietnamese assistants to The author
support students.
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:
23
Table 3-6 Scale of Tuition Fee

E
Fee1 Having very high tuition fees, and having The author adjusts the
commitment to refund tuition if students variable from Doan Thi
cannot achieve their goals. Hue, 2016
Fee2 Having high tuition fees, ensuring output. The author adjusts the
Hue, 2016
Fee3 Having low tuition fees, ensuring output. The author adjusts the
Hue, 2016
Fee4 Having tuition which is moderate compared The author adjusts the
to average income, ensuring output. variable from Doan Thi
Hue, 2016
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:
24
Table 3-7 Scale of Facilities

E
Fac1 Having modern facilities but high tuition. The author adjusts the
variable from Doan
Thi Hue, 2016
Fac2 Having good facilities with minimum The author adjusts the
conditions but low tuition. variable from Doan
Thi Hue, 2016
Fac3 Providing sufficient information for students to The author
approach conveniently.
Fac4 Having a website system designed with many The author
contents for students to easily update
information, do homework or online test, or
self-study at home.
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:
25
Table 3-8 Scale of Recommendations

E
Rec1 Having recommendations from the The author adjusts the
students’ parents, siblings or relatives. variable from Doan Thi
Hue, 2016
Rec2 Having recommendations from the The author adjusts the
students’ friends. variable from Doan Thi
Hue, 2016
Rec3 Having recommendations from students The author
who have been studying at that center
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
E
Brand1 Being a large and famous English center. The author adjusts the
Hue, 2016
Brand2 Being a reputable center in the area. The author adjusts the
Hue, 2016
Brand3 Being a long-established English The author adjusts the
language center. variable from Doan Thi
Hue, 2016
Brand4 Being in cooperation with other well- The author adjusts the
known international language teaching variable from Doan Thi
26
organizations. Hue, 2016

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
E
Con1 Connecting students in the course well. The author
Con2 Connecting learners of different courses to expand their The author
network.
Con3 Having teachers and tutors who actively connect with The author
learners.
Con4 Allowing students to maintain relationships with teachers, The author
teaching assistants and other students, even after the
course has ended.
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.
27
Table 3-11 Scale of Decision

E
Dec1 Choosing the center because of the standard The author adjusts the
training program and the good quality of variable from Doan Thi
training. Hue, 2016
Dec2 Choosing the center because of the teachers The author adjusts the
are highly qualified and enthusiastic in variable from Doan Thi
teaching. Hue, 2016
Dec3 Choosing the center because of reasonable The author adjusts the
tuition fee and good facilities. variable from Doan Thi
Hue, 2016
Dec4 Choosing the center because of The author adjusts the
recommendations from friends and relatives. variable from Doan Thi
Hue, 2016
Dec5 Choosing the center because of new The author
relationships and connection between
teachers and learners and among learners
Dec6 Choosing the center because of its favorable The author
location.
3.1.4 Designing questionnaires
The tool in collecting data in quantitative research is a detailed questionnaire,
the questions used are mostly closed questions with responses that are measured on
a clear scale scale (Nguyen Dinh Tho, 2011 - Saris & Gallhoffer, 2007; Schuman &
Presser, 1981). A good questionnaire will help researchers collect necessary data
with a high level of confidence (Nguyen Dinh Tho, 2011). Therefore, based on the
knowledge and reference to previous studies, the author has built a questionnaire
with many questions, the content revolves around the issue of the organizations
influencing students' choice of foreign language learning.
28
3.2 Data collection

3.2.1 Methods of data collection
In this step, the author will discuss with 30 students from the Foreign Trade
University and the University of Economics to get the final consultation to build a
scale for quantitative research. After a practical exchange with the above theoretical
basis, the author built a questionnaire and posted an online survey to reach out to a
variety of students from different universities and colleges. To achieve objectivity
in the answers and to ensure the confidentiality of respondents, the questionnaire
does not require respondents to provide information about their names. In addition,
the survey was conducted in the midst of a complicated epidemic situation and
Vietnam carried out social distancing, so people spent a lot of time on online
activities. The data collection was conducted by the author from March 30, 2020 to
April 4, 2020 and from April 14, 2020 to April 19, 2020
3.2.2 Sample size
The sample size is a problem that researchers pay much attention because it
is directly related to the reliability of statistical parameters, each statistical analysis
method requires different sample sizes. To determine sample size, people often base
on empirical formulas (Nguyen Dinh Tho, 2011). According to Tran Van Quy &
Cao Hao Thi (2009), the general rule for minimum sample size in exploratory factor
analysis EFA is 5 times the number of observed variables and the number of
samples suitable for multivariate regression analysis is also 5 times the number of
observed variables. This research model has 38 observed variables so the minimum
sample size will be 190. Nguyen Dinh Tho (2011) states that "the sample size is
determined based on experience, at least 50, preferably 100 and the minimum
observation/measurement ratio is 5: 1".
In addition, in order to implement the regression method in the best way,
Tabachnick and Fidell (2007) cited in Nguyen Dinh Tho (2013) suggested that the
sample size must follow the formula:
n = 8p +50,
o n is the sample size and p is the number of independent factors of the model
29
The research team conducted a survey with 38 observed variables, so a

minimum of is needed. So the team decided to choose an expected sample size of
400 students for this study.
Cronbach’s Alpha - reliability method and EFA - discovery factor analysis,
both of which are used to evaluate the scale. To test the research model, use
multiple regression model analysis method via SPSS software.
3.3 Methods of data analysis
3.3.1 Process and methods of research
The object of the study is university students in HCMC. For a study to be
done, the researcher can choose between two methods: qualitative method and
quantitative method or both. Qualitative methods involve screening information
from a number of surveys and observations, while quantitative methods require
researchers to collect information from market research surveys such as
information. through the questionnaire interview and investigation. The research
was conducted through two main steps: Preliminary research using qualitative
methods and formal studies using quantitative methods.
Preliminary research: with the aim of adjusting and supplementing the scale
of research concepts, building a questionnaire to suit students' specific conditions.
The reference of theory, documents, related research works to identify factors
influencing the choice of students at the language center of college and university
students at the foreign language center. The next step is to build a scale based on
theories related to the factors affecting students' choice of studying at the Language
Center by discussing with students through open-ended questions and Secondary
document collection. From the identified research objectives, the theoretical basis,
the author will build the first preliminary questionnaire. However, the first
preliminary questionnaire may not be appropriate so the next step is to study.
Qualitative research with the survey after completing the questionnaire.
Official research: using techniques to collect information directly by
questionnaires. From the collected database, analyzing the research sample, testing
30
the scale using Cronbach's alpha reliability coefficient and exploratory factor
analysis method EFA (SPSS) through SPSS software.
After that, we tested the model by multivariate regression method with
significance level Sig from 5% - 10%, identifying the factors that influence
students' choice of studying at a foreign language center.
3.3.2 Testing by Cronbach’s Alpha coefficients
Cronbach's alpha coefficients were used to measure the reliability of the
scale: the group used this method to eliminate non-conforming variables, restricting
unnecessary variables during research and testing. Investigate the reliability of the
scale, which is expressed by Cronbach's alpha coefficient. Using this coefficient is a
measure of reliability rather than being able to calculate reliability (Nguyen Dinh
Tho, 2013). Some researchers have stated that the Cronbach's alpha coefficient
varies from 0 to 1, and the higher the reliability the higher the coefficient. But this is
not entirely true, because Cronbach's alpha coefficient exceeds 0.95 (i.e α > 0.95)
indicating that the variables on the scale have little difference, this phenomenon is a
duplicate. in the scale (Nguyen Dinh Tho, 2013). When the coefficient of variation
is within [0.7, 0.8], the reliability level is good. And if it is greater than 0.6 (ie α
0.6), the scale is eligible for acceptance in terms of reliability (Nunnally and
Bernstein, 1994 cited in Nguyen Dinh Tho, 2013). Also according to Nunnally and
Bernstein (1994), states that we need to consider the correlation coefficient between
observed variables and the sum of the variables of the scale, if the correlation
coefficient between which is 0.3, then the variable is accepted. take. All variables
accepted for reliability will continue to be explored by the Exploratory Factor
Analysis - EFA.
3.3.3 Exploratory Factor Analysis EFA
EFA - Exploratory Factor Analysis: is an analysis method of multivariate
analysis group that has interdependence among variables, that is, it relies on the
correlation between variables, absolutely no dependent variables and Independent
variables. Use the discovery factor analysis (EFA) method to reduce the number of
k observed variables to F observed variables (where F < k) to make the observed
31
variables more meaningful. Besides, when conducting the analysis, we can also
evaluate two important values of the scale: discriminatory and convergent values
(Nguyen Dinh Tho, 2013).
In this analysis method, the index used to consider the appropriateness of
factor analysis is KMO (Kaiser - Meyer - Olkin) value. If the KMO value is less
than 0.5, it is possible to analyze the factor that is not suitable for the data, KMO
must have a value from 0.5 to 1 to be appropriate. Bartlett's test tests the hypothesis
of a correlation between zero observed variables in the population. According to
Hoang Ngoc and Chu Nguyen Mong Ngoc (2008), if this test is performed and
results are statistically significant (sig. < 0.05), the observed variables have a
correlation in the overall.
Some authors Mayers, LS, Gamst, G. and Guarino AJ (2000), stated that the
method of extracting Principal Components Analysis along with Varimax rotation is
used a lot in factor analysis, so the team will also use this method. We will continue
to eliminate variables with factor loading of less than 0.5. However, we also need to
consider the content value of the variable, if the weight of the variable is not too
small but its content value is important, it should not be removed (Nguyen Dinh
Tho, 2013). In the case of variables with the difference between the maximum
factor load factor and any factor load factor <0.3, it is also removed. To ensure
practical research value, the scale will be accepted when the total variance is > 50%
(Nguyen Dinh Tho, 2013).
3.3.4 Analysis of Pearson-r correlation coefficient
A statistical coefficient called Pearson correlation coefficient was used to
quantify the degree of rigidity of the linear relationship between the independent
and dependent variables. A positive correlation coefficient indicates that the two
variables have an absolute positive relationship. If there is a strong correlation
between two independent variables, multi-collinearity must be considered when
regression analysis. In Pearson correlation analysis, there is no distinction between
the independent and dependent variables, all of which are considered equally.
32
3.3.5 Multivariate regression analysis

Regression analysis: multiple linear regression analysis is a method using
statistical techniques to estimate the impact equation between independent and
dependent variables. There are two issues to note when using multivariate
regression methods. First, between the independent and dependent variables is a
correlation. Secondly, the statistical parameters that need to be noted are:
o Adjusted coefficient (R2): Independent variable (including sample size and
dependent variable) will explain the measurement of variance of the
dependent variable. The accuracy of the model and the prediction of the
independent variables will be higher if this coefficient is higher.
o Test the compatibility level between the model and the data set: the model is
tested for the meaning of statistics through the statistic value F. All Beta
coefficients in the model are zero (hypothesis Ho). If, after testing, the
significance level is less than 0.05, we can reject the Ho hypothesis.
o Beta coefficient (Standardized Beta Coefficient): can compare the effect of
independent variables on the dependent variable thanks to the standardized
regression coefficient.
o Testing the significance level of Beta coefficient: check this significance
level by using statistical values. The Beta will be statistically significant if
the significance is less than 0.05.
This chapter presents qualitative research and quantitative research.
The student's decision-making scale consists of 38 questions in 10 elements
and a "Decision" (6 questions) is considered a result of student decision. Data
processing software SPSS version 18.0 is used to describe data, evaluate the
reliability, validity of the measurement scale as well as perform other inference
statistics. The research results after conducting data analysis will be presented in
detail in the next Chapter 4.
33
Chapter 4: RESEARCH RESULTS

4.1 Description of the research sample
The author has conducted official research during the period from February 4,
2020 to April 25, 2020. Appendix X documents the official survey. Following are
the survey results:
Proceed to post the survey with the expectation of receiving 400 responses.
The author collected 420 answers. During the import and processing process there
are only 403 valid tables and 17 answers. The main reason is due to answering
parameters that are either regular or the same.
The statistical table (Chart X1) shows the sample structure that was
investigated. The structure table shows that the majority of survey participants are
students studying at the Foreign Trade University, Ho Chi Minh City Campus
(33.1%). Other universities and colleges include University of Economics, Banking
Universities, Vietnam National University - Ho Chi Minh City, Ho Chi Minh City
Open University, Ho Chi Minh City University of Architecture, Ho Chi Minh City
University of Arts, Ho Chi Minh City University of Foreign Languages and
Information Technology, Ho Chi Minh City University of Industry, Ho Chi Minh
City University of Information Technology, Ho Chi Minh City University of Law,
Ho Chi Minh City University of Medicine and Pharmacy, Ho Chi Minh City
University of Pedagogy, Ton Duc Thang University, University of Communications
and Transportation, College Of Foreign Economic Relation and Posts and
Telecommunications Institute of Technology.
In addition, more than 50% of the surveyed students are sophomore and third-
year students. The remaining 50% are freshmen, final-year students (fourth year,
fifth year, sixth year) and freshly graduated students (not more than 2 years).
Specific statistics are shown in chart X2.
There are 298 female students participating in the survey (nearly 74%). The
remaining belongs to male students and those who do not want to give information
in this field.
34
Universities
Foreign Trade University
Other universities and colleges 33%
34%
University of Economics
7%
Banking University
12%
Universities of Vietnam National
University system.
14%
Figure 4-2 Research Sample 1

Grades
Freshly graduated students Freshmen
10% 16%
Final-year students
15%
Sophomores
28%
Third-year students
32%
Freshmen Sophomores Third-year students

Final-year students Freshly graduated students
Figure 4-3 Research Sample 2

4.2 Analyze the reliability of the scale by Cronbach’s Alpha coefficients
Cronbach’s alpha coefficient is a statistical test used to check the coherence
and correlation between observed variables. This is an essential analysis step to
eliminate garbage variables before using EFA. This relates to two aspects which are
35
the correlation between the variables themselves and the correlation of the scores of
each variable with the total score.
Only variables with variable correlation - total correction (Corrected Iterm -
Total Correlation) greater than 0.3 and Cronbach's Alpha coefficient greater than
0.6 will be considered acceptable and appropriate for inclusion in the Further
analysis steps (Nunnally, 1978; Peterson, 1994; Slater, 1995).
After the investigation, the subject conducted the reliability test of the scale
that decided to choose a language center using the Cronbach’s Alpha coefficient.
The results are as follows:
4.2.1 Analytical results of the scale "Geographical location"
Table 4-12 Geographical Location Reliability Statistics
Cronbach's Alpha N of Items
.627 4
Table 4-13 Geographical Location Item-Total Statistics
Scale Mean if Scale Variance if Corrected Item- Cronbach's Alpha
Item Deleted Item Deleted Total Correlation if Item Deleted
Loca1 11.2655 2.434 .544 .441
Loca2 11.0199 2.626 .550 .445
Loca3 11.4864 2.718 .618 .410
Loca4 11.0347 4.143 .007 .794
The component "Geographical location" consists of four observed variables
(Loca1, Loca2, Loca3, Loca4). After checking Cronbach's Alpha, the results
showed that there were variables Loca4 "Being near tourist centers where there are
foreign visitors." with Corrected Item-Total Correlation of 0.007 less than 0.3, so it
was disqualified. Then the "Geographic location" scale has only three variables. The
result is different from the result of Doan Thi Hue's author with students at Nha
Trang University when the author has eliminated the "Location" variable, but quite
consistent with the results of the previous authors about decided to choose a
36
university like Nguyen Phuong Toan (2011), Tran Van Quy and Cao Hao Thi
(2009), the results "Characteristics of the school: The school has a suitable position"
have a positive impact on students’ decision.
4.2.2 Analytical results of the scale "Marketing"
Table 4-14 Marketing Reliability Statistics
.828 4
Table 4-15 Marketing Item-Total Statistics
Mkt
10.4715 5.568 .624 .797
1
Mkt
10.3697 5.189 .664 .779
2
Mkt
9.9677 5.519 .632 .794
3
Mkt
9.9032 4.829 .705 .760
4
The "Marketing" component has 4 variables including Mkt1, Mk42, Mk43
and Mkt4. The analytical results show that the Coefficient Cronbach’s Alpha =
0.828 is greater than 0.6 so the "Marketing" scale is reliable and is a good scale.
4.2.3 Analytical results of the scale "Training program"
The analytical results show that the Coefficient Cronbach’s Alpha = 0.729 so
the "Program" scale is reliable and if any observed variable is removed, the Alpha
coefficient is less than 0.729. Therefore all five observed variables in this factor are
accepted and continue to be used in EFA factor analysis.
Table 4-16 Training program Reliability Statistics
37
.729 5
38
Table 4-17 Training program Item-Total Statistics

Pro1 15.4119 7.521 .441 .704
Pro2 15.6005 8.111 .410 .711
Pro3 15.2978 7.220 .545 .659
Pro4 15.4665 7.011 .637 .622
Pro5 15.4739 8.444 .426 .705
4.2.4 Analytical results of the scale "Training quality"
Table 4-18 Training quality Reliability Statistics
.624 3
Table 4-19 Training quality Item-Total Statistics
Qua
7.3350 1.860 .463 .480
1
Qua
7.9901 2.254 .363 .616
2
Qua
6.9677 1.837 .477 .460
3
The results show that the Coefficient Cronbach’s Alpha = 0.624 is greater
than 0.6, then the "Training quality" scale is decent. Therefore all observed
variables in this factor are accepted and continue to be used in EFA factor analysis.
39
4.2.5 Analytical results of the scale "Teachers"

The results show that the Coefficient Cronbach’s Alpha = 0.611 is greater than 0.6,
then the "Teachers" scale is meaningful. Therefore all three observed variables in
this factor are accepted and continue to be used in EFA factor analysis.
Table 4-20 Teachers Reliability Statistics
.611 3
Table 4-21 Teachers Item-Total Statistics
Scale Mean if Scale Variance if Corrected Item- Cronbach's Alpha if
Item Deleted Item Deleted Total Correlation Item Deleted
Tea1 7.6253 1.429 .348 .608
Tea2 8.5881 1.243 .446 .474
Tea3 8.2233 1.134 .471 .433
4.2.6 Analytical results of the scale "Tuition"
Table 4-22 Tuition Reliability Statistics
.665 4
Table 4-23 Tuition Item-Total Statistics
Fee1 10.3648 4.058 .347 .663
Fee2 10.8958 4.079 .491 .578
Fee3 10.1166 3.471 .573 .508
Fee4 11.2556 3.619 .403 .634
40
Coefficient Cronbach’s Alpha = 0.665 is greater than 0.6, so the "Tuition"

scale is reliable. Therefore all observed variables in this factor are accepted and
continue to be used in EFA factor analysis.
4.2.7 Analytical results of the scale "Facilities"
Table 4-24 Facilities Reliability Statistics
.810 3
Table 4-25 Facilities Item-Total Statistics
Fac1 12.1216 2.923 .353 .646
Fac2 11.8536 2.901 .388 .622
Fac3 11.4491 2.532 .591 .482
Fac4 11.5931 2.739 .430 .594
The analytical results show that the Coefficient Cronbach’s Alpha = 0.657 is
greater than 0.6 than the "Facilities" scale is reasonable and if any observed variable
is removed, the Alpha coefficient is less than 0.657. Therefore all observed
variables in this factor are accepted and continue to be used in EFA factor analysis.
4.2.8 Analytical results of the scale "Recommendations from relatives and friends"
Table 4-26 Recommendations from relatives and friends Reliability Statistics
.810 3
Table 4-27 Recommendations from relatives and friends Item-Total Statistics
Rec
8.0744 1.790 .666 .736
1
41
Rec
7.7643 2.036 .718 .692
2
Rec
7.7891 1.973 .609 .793
3
The Coefficient Cronbach’s Alpha = 0.810 shows that the
"Recommendations from relatives and friends" scale is a good scale and if any
observed variable is removed, the Alpha coefficient is less than 0.810. Therefore all
observed variables in this factor are accepted and continue to be used in EFA factor
analysis.
4.2.9 Analytical results of the scale "Brand"
Table 4-28 Brands Reliability Statistics
.646 4
The analytical results show that the Coefficient Cronbach’s Alpha = 0.646 is
greater than 0.6, then the "Branding" scale is appropriate and if any observed
variable is removed, the Alpha coefficient is less than 0.646. Therefore all observed
variables in this factor are accepted.
Table 4-29 Brand Item-Total Statistics
Scale Mean if Scale Variance Corrected Item- Cronbach's Alpha
Item Deleted if Item Deleted Total Correlation if Item Deleted
Brand1 10.2605 4.472 .478 .539
Brand2 10.2630 5.145 .357 .622
Brand3 10.2779 4.664 .458 .555
Brand4 10.1787 4.635 .411 .588
4.2.10 Analytical results of the scale “Connections and Bonding in class”
Table 4-30 Connections and Bonding in class Reliability Statistics
42
.787 4
Table 4-31 Connections and Bonding in class Item-Total Statistics
Con
12.4218 3.717 .660 .705
1
Con
12.5012 3.340 .611 .731
2
Con
12.1489 4.102 .552 .757
3
Con
12.2233 3.686 .576 .745
4
All observed variables in this factor are accepted because the Coefficient
Cronbach’s Alpha = 0.787 and if any observed variable is removed, the Alpha
coefficient is less than 0.787.
4.2.11 Analytical results of the scale “Decision”
Table 4-32 Decision Reliability Statistics
.854 6
Table 4-33 Decision Item-Total Statistics
Dec
18.20 4.511 .640 .829
1
Dec
18.15 4.545 .657 .826
2
43
Dec
18.22 4.496 .642 .829
3
Dec
18.17 4.578 .635 .830
4
Dec
18.15 4.441 .664 .825
5
Dec
18.18 4.620 .601 .837
6
The "Decision" scale consists of six observed variables. All of these 6
variables have Corrected Item-Total Correlation greater than 0.3 and Cronbach's
Alpha if Item Deleted is smaller than Alpha variable - a total of 0.854, therefore
they all should be accepted. In addition, Cronbach’s Alpha coefficient is quite high
at 0.854 (greater than 0.6) so this scale is satisfactory. These variables are included
in the next EFA factor analysis.
In summary, by analyzing Cronbach's Alpha for the scales affecting the
decision of choosing a foreign language center of students in Ho Chi Minh City,
there is only one observed variable on the scale "Geographic location" eliminated.
The remaining variables in the standard ranges will be used for further EFA
analysis.
4.3 Exploratory Factor Analysis
Exploratory Factor Analysis (EFA) is an analytical technique to minimize and
summarize data that is useful for identifying the set of variables needed for a
research problem. Using KMO (Kaiser-Meyer-Olkin) and Bartlett test method to
measure the compatibility of the sample, if 0.5≤KMO <1, factor analysis is
consistent with the data. Bartlett’s test looks at hypothesis H (0): the variables have
no correlation in the whole. If this test is statistically significant (Sig. <0.05) then
the variables are correlated with each other in the population. Eigenvalue values are
used to determine the number of factors, only those factors with Eigenvalue > 1 will
44
be retained in the model because these factors work better at summarizing

information than an original variable.
When conducting factor analysis, the author used Extraction method, Principal
Components Analysis, with Rotation Varimax, variables with factor loading factor
less than 0.5. is disqualified (Hair & ctg, 1998). According to Gerbing and
Anderson (1998), the scale is accepted when the total variance extracted is greater
than or equal to 50%.
4.3.1 Factor analysis with independent variables
Table 4-34 Factor analysis with independent variables - KMO
Kaiser-Meyer-Olkin Measure of Sampling Adequacy. .710
Approx. Chi-Square 5120.522
Bartlett's Test of Sphericity df 666
Sig. .000
The above result shows that the coefficient KMO = 0.887 (> 0.5) and the
significance level Sig = .000 is smaller than the requirement of 0.05 so the
observed variables are correlated with each other, so the above factor analysis is
suitable.
45
Componen Initial Eigenvalues Extraction Sums of Squared
t Loadings
Total % of Cumulative Total % of Cumulative
Variance % Variance %
1 5.480 14.810 14.810 5.480 14.810 14.810
2 3.062 8.277 23.087 3.062 8.277 23.087
3 2.267 6.127 29.214 2.267 6.127 29.214
4 2.119 5.726 34.940 2.119 5.726 34.940
5 1.964 5.309 40.249 1.964 5.309 40.249
6 1.797 4.857 45.106 1.797 4.857 45.106
7 1.711 4.624 49.730 1.711 4.624 49.730
8 1.669 4.511 54.241 1.669 4.511 54.241
9 1.324 3.579 57.820 1.324 3.579 57.820
10 1.275 3.445 61.265 1.275 3.445 61.265
46
t Loadings
11 1.172 3.169 64.433 1.172 3.169 64.433
12 1.052 2.844 67.277 1.052 2.844 67.277
13 .965 2.607 69.884
14 .857 2.315 72.200
15 .810 2.188 74.388
16 .753 2.035 76.423
17 .690 1.865 78.289
18 .682 1.843 80.131
19 .651 1.760 81.891
20 .565 1.527 83.418
21 .559 1.511 84.928
22 .493 1.333 86.262
23 .488 1.320 87.582
24 .481 1.301 88.882
25 .464 1.253 90.135
26 .438 1.183 91.319
27 .391 1.056 92.375
28 .371 1.003 93.377
29 .346 .934 94.312
30 .341 .921 95.233
31 .330 .891 96.124
SAU MỖI BẢNG PHẢI CÓ PHẦN PHÂN TÍCH, NHẬN XÉT CHỨ KHÔNG
THỂ CHỈ TRÌNH BÀY CÁC BẢNG LIÊN TỤC NHAU THÌ NGƯỜI ĐỌC
KHÔNG BIẾT TÁC GIẢ MUỐN DIỄN ĐẠT GÌ!
47
Table 4-37 Factor analysis with independent variables – Rotated 1

Component
1 2 3 4 5 6 7 8 9 10 11 12
Mkt2 .804
Mkt4 .798
Mkt3 .767
Mkt1 .748
Con1 .785
Con4 .760
Con2 .751
Con3 .711
Pro4 .816
Pro3 .720
Pro5 .647
Pro2 .609
Pro1 .591
Loca2 .846
Loca1 .827
Loca3 .767
Rec2 .866
Rec1 .835
Rec3 .821
Fee2 .751
Fee3 .728
Fee4 .721
Brand1 .725
Brand3 .714
Brand2 .604
Brand4 .583
48
Table 4-38 Factor analysis with independent variables – Rotated 2

Component
1 2 3 4 5 6 7 8 9 10 11 12
Fac3 .763
Fac1 .719
Fac4 .625
Fac2 .559
Qua3 .795
Qua1 .729
Qua2 .562
Tea2 .757
Tea3 .717
Tea1 .618
Fee1 .709
With the Principal Components extraction method and Varimax rotation, the
factor analysis extracted 10 factors from 37 observed variables and with a total
variance extracted 67.277% (greater than 50%), components stretch from 0.559 to
0.866 and both are greater than 0.5. Drawn scales are accepted. However, the
variable "Fee1" after the rotation matrix is used in its own column, so this
observation variable is excluded. (The variable "Fee1" is “Having very high tuition
fees and having commitment to refund tuition if students cannot achieve their
goals.”)
By rotating the factors, the factor matrix will become simpler to explain. We
use the Varimax procedure method to rotate the element: rotate the whole angle of
the elements to minimize the number of variables with large coefficients at the same
factor, thus enhancing the ability to explain the factors (Trong, Ngoc, 2005).
Fortunately, after using the rotation matrix, the 10 groups were split back in
the same way as the author's scaling. So because these 10 groups will be the 10 new
49
factors to be included in the correlation test and used to run regression, except for
Fee1 which is excluded from the Tuition Fees group (explained above).
4.3.2 Dependent scale
Table 4-39 Dependent scale - KMO
Kaiser-Meyer-Olkin Measure of Sampling Adequacy. .878
Approx. Chi-Square 899.562
Bartlett's Test of Sphericity df 15
Sig. .000
The above result shows KMO coefficient = 0.878 (> 0.5) and with Sig
significance level. = 0.000 <0.05 so the observed variables are correlated, so the
analysis of the above factors is perfectly appropriate.
Table 4-40 Dependent scale - Total Variance Explained
Initial Eigenvalues Extraction Sums of Squared Loadings
Total % of Variance Cumulative Total % of Variance Cumulative %
%
3.468 57.796 57.796 3.468 57.796 57.796
.637 10.617 68.413
.564 9.401 77.814
.513 8.555 86.369
.424 7.075 93.444
.393 6.556 100.000
Table 4-41 Dependent scale - Component
Component
1
Dec5 .782
Dec2 .775
Dec3 .762
50
Dec1 .760
Dec4 .755
Dec6 .726
The results of the Decision dependent variable analysis with extracted EFA
were collected into one element at Eigenvalue = 3,468 including six observed
variables Dec1, Dec2, Dec3, Dec4, Dec5, Dec6 with a KMO index of 0.878.
Observed variables all have loading factors greater than 0.50. The variance
extracted by 57,796% (> 50%) indicates that these six factors explain the variation
of 57,796% of the data. The EFA analysis is completed because it has reached
statistical reliability. So the scale is used for further analysis.
4.4 Test the research model by regression analysis
After performing discovery factor analysis, we conduct multiple regression
analysis, check VIF (Variance Inflation Factor). If the assumption of
multicollinearity is not violated, a multiple linear regression model is built. And the
adjusted R2 coefficient (Adjusted R Square) shows how well the regression model
is built.
To determine the causal relationship between variables in the model, the first step is
to analyze the correlation between the variables to see if there is a linear
relationship between the independent and dependent variables. Although the results
of this analysis do not determine the causal relationship between the dependent and
independent variables, it serves as a basis for regression analysis. The highly
correlated and independent variables signify the existence of a potential relationship
between the two variables. At the same time, the correlation analysis also serves as
a basis for detecting the hypothetical violation of linear regression analysis: the
independent variables are highly correlated with each other or multi-collinear
phenomena.
4.4.1 Adjust the research model
As presented above, the results of the EFA analysis show that there are 10
components extracted from EFA in which there is a slight change from the original
51
design.
52
Table 4-42 Original design components

No Notation Name of components List of variables
.
1 Loca Geographical location Loca1, Loca2, Loca3,
Loca4
2 Mkt Marketing Mk1, Mk2, Mk3, Mk4
3 Pro Training program Pro1, Pro2, Pro3, Pro4,
Pro5
4 Qua Training quality Qua1, Qua2, Qua3
5 Tea Teachers Tea1, Tea2, Tea3
6 Fee Tuition Fees Fee1, Fee2, Fee3, Fee4
7 Fac Facilities Fac1, Fac2, Fac3, Fac4
8 Rec Recommendations from families and Rec1, Rec2, Rec3
friends
9 Brand Branding Brand1, Brand2, Brand3,
Brand4
10 Con Connection Con1, Con2, Con3, Con4
53
Table 4-43 New components extracted from EFA

No Notation Name of components List of variables
.
1 Loca Geographical location Loca1, Loca2, Loca3
2 Mkt Marketing Mk1, Mk2, Mk3, Mk4
3 Pro Training program Pro1, Pro2, Pro3, Pro4,
Pro5
4 Qua Training quality Qua1, Qua2, Qua3
5 Tea Teachers Tea1, Tea2, Tea3
6 Fee Tuition Fees Fee2, Fee3, Fee4
7 Fac Facilities Fac1, Fac2, Fac3, Fac4
8 Rec Recommendations from families and Rec1, Rec2, Rec3
friends
9 Brand Branding Brand1, Brand2, Brand3,
Brand4
10 Con Connection Con1, Con2, Con3, Con4
Therefore, except for excluding the two observed variables, Loca4 from the
"Geographical location" variable at Cronbach step and Fee1 from the "Tuition Fees"
as EFA step, the model remains unchanged.
The multiple linear regression research equation is constructed as follows:
Dec=β 0+ β1 × Loca+ β 2 × Mkt+ β3 × Pro + β 4 ×Qua + β 5 ×Tea + β 6 × Fee+ β 7 × Fac+ β 8 × Rec+ β 9 × Brand+ β10 ×C
With:
Dec: Decisions to choose an English center for students in Ho Chi Minh City
The independent variables are:
o β 0: constant
o β 1 , β 2 , β 3 … β10 : Regression coefficients
o α : Possible errors of the model
54
4.4.2 Pearson correlation coefficient analysis

The bivariate Pearson Correlation produces a sample correlation coefficient,
r, which measures the strength and direction of linear relationships between pairs of
continuous variables. By extension, the Pearson Correlation evaluates whether there
is statistical evidence for a linear relationship among the same pairs of variables in
the population, represented by a population correlation coefficient, ρ (“rho”). The
Pearson Correlation is a parametric measure.
Correlation can take on any value in the range [-1, 1]. The sign of the
correlation coefficient indicates the direction of the relationship, while the
magnitude of the correlation (how close it is to -1 or +1) indicates the strength of
the relationship.
-1: perfectly negative linear relationship
0: no relationship
+1 : perfectly positive linear relationship
Table 4-44 Correlations 1
Recommendat
Tuition Fee
Connection
Marketing
Decision
Location
Program
Teacher
Facility
Quality
Brand
ion
Decisi Pearson 1 .480 .268 .450 .282 .342 .295 .236 .477 .352 .491
on Correlati ** ** ** ** ** ** ** ** ** **
on
Sig. (2- .000 .000 .000 .000 .000 .000 .000 .000 .000 .000
tailed)
N 406 403 403 403 403 403 403 403 403 403 403
Progra Pearson .480 1 .085 .058 .026 .146 .226 .163 .211 .048 .034
m Correlati ** ** ** ** **
on
Sig. (2- .000 .088 .246 .603 .003 .000 .001 .000 .335 .494
tailed)
55
N 403 403 403 403 403 403 403 403 403 403 403
**. Correlation is significant at the 0.01 level (2-tailed).
*. Correlation is significant at the 0.05 level (2-tailed).
56
Recommendation
Tuition Fee
Connection
Marketing
Decision
Location
Program
Teacher
Facility
Quality
Brand
Fee Pearson .26 .08 1 .09 .13 .164* .17 .084 .21 .297** .088
Correlatio 8** 5 6 3** *
9** 6**
n
Sig. (2- .00 .08 .05 .00 .001 .00 .090 .00 .000 .078
tailed) 0 8 3 7 0 0
N 403 403 403 403 403 403 403 403 403 403 403
Locati Pearson .45 .05 .09 1 .25 .117* .07 .075 .14 .210** .251**
on Correlatio 0** 8 6 7** 0 8**
n
Sig. (2- .00 .24 .05 .00 .019 .16 .135 .00 .000 .000
tailed) 0 6 3 0 1 3
N 403 403 403 403 403 403 403 403 403 403 403
Brand Pearson .28 .02 .13 .25 1 .164* .14 .057 .12 .146** .305**
Correlatio 2** 6 3** 7** *
2** 2*
n
Sig. (2- .00 .60 .00 .00 .001 .00 .256 .01 .003 .000
tailed) 0 3 7 0 4 4
N 403 403 403 403 403 403 403 403 403 403 403
57
Recommendation
Tuition Fee
Connection
Marketing
Decision
Location
Program
Teacher
Facility
Quality
Brand
Facility Pearson .34 .14 .16 .11 .16 1 .26 .11 .20 .23 .17
Correlat 2** 6** 4** 7* 4** 5** 5* 0** 1** 4**
ion
Sig. (2- .00 .00 .00 .01 .00 .00 .02 .00 .00 .00
tailed) 0 3 1 9 1 0 1 0 0 0
N 403 403 403 40 403 403 403 403 403 403 403
3
Connection Pearson .29 .22 .17 .07 .14 .26 1 .14 .30 .18 .13
Correlat 5** 6** 9** 0 2** 5** 3** 3** 5** 0**
ion
Sig. (2- .00 .00 .00 .16 .00 .00 .00 .00 .00 .00
tailed) 0 0 0 1 4 0 4 0 0 9
N 403 403 403 40 403 403 403 403 403 403 403
3
Recommend Pearson .23 .16 .08 .07 .05 .11 .14 1 .05 .06 .06
ation Correlat 6** 3** 4 5 7 5* 3** 9 2 9
ion
Sig. (2- .00 .00 .09 .13 .25 .02 .00 .23 .21 .16
tailed) 0 1 0 5 6 1 4 5 6 4
N 403 403 403 40 403 403 403 403 403 403 403
3
58

59
Recommendation
Tuition Fee
Connection
Marketing
Decision
Location
Program
Teacher
Facility
Quality
Brand
Teacher Pearson .477 .211 .216 .148 .122 .200 .303 .05 1 .200 .311
Correlati ** ** ** ** * ** **
9 ** **
on
Sig. (2- .000 .000 .000 .003 .014 .000 .000 .23 .000 .000
tailed) 5
N 403 403 403 403 403 403 403 40 403 403 403
3
Quality Pearson .352 .048 .297 .210 .146 .231 .185 .06 .200 1 .247
Correlati ** ** ** ** ** **
2 ** **
on
Sig. (2- .000 .335 .000 .000 .003 .000 .000 .21 .000 .000
tailed) 6
N 403 403 403 403 403 403 403 40 403 403 403
3
Marketi Pearson .491 .034 .088 .251 .305 .174 .130 .06 .311 .247 1
ng Correlati ** ** ** ** **
9 ** **
on
Sig. (2- .000 .494 .078 .000 .000 .000 .009 .16 .000 .000
tailed) 4
N 403 403 403 403 403 403 403 40 403 403 403
3
60

The correlation matrix results show that the independent variables: Training
Program, Tuition Fee, Location, Brand, Facilities, Connection, Recommendation,
Teachers, Training Quality and Marketing have a correlation coefficient ranging
from 0.236 to 0.491, proving they have a positive relationship. Sig between each
independent variable and dependent variable is less than 0.05, therefore the author
does not remove any factors. All the independent variables have a linear correlation
with the dependent variables.
The correlation coefficient between the variable “Marketing” and “Decision”
has r = 0.491, which is the highest, which proves that these two factors have the
most positive relationship. The second highest r is 0.480, which shows the relation
between “Program” and “Decision”. In contrast, the correlation coefficient between
the variable “Tuition Fee” and “Decision” has the lowest r which is equal to 0.236,
which shows the least positive relationship between them.
There are no variables that are negatively correlated here, unlike the study of
author Doan Thi Hue (2016) when the results of this author show that "Marketing"
and "Decision" are inversely correlated.
4.5 Regression analysis
4.5.1 Detect necessary hypothetical violations
To ensure the accuracy of regression analysis, it is necessary to detect
violation of the above assumptions. Because the multiple linear regression model is
based on 5 assumptions:
o There is a linear relationship between dependent variables and
independent variables
o Multi-collinearity does not occur
o The remainder is assumed to have a normal distribution
o The variance of the error is assumed to be constant
o Independence of the remainder is assumed
Examination of hypothetical violations is conducted as follows:
About assumption 1: Assuming linear contact
61
The method used is a Scatterplot with normalized residual values on the

vertical axis and normalized predictive values on the horizontal axis. If the
assumption of linear relation and equal variance is satisfied, then we will not notice
any relation between the predicted values and the remainder, they will disperse very
randomly. Commenting on the Scatterplot scatter chart below, we see that the
residual scattering randomly in an area around the line goes through the 0 degree.
Thus, the assumption of linear relationship of the model is not violated.
Figure 4-4 Scatterplot Method

Regarding assumption 2: Assuming no correlation between independent
variables (Multi-collinear measurement):
In the analysis of the correlation coefficient above, we see that between the
dependent variables have a pretty clear correlation with the independent variables,
but we also see that between the independent variables are also correlated with each
other. This will create the multi-collinearity of the model, so we must detect the
multi-collinearity phenomenon by calculating the Acceptance of the variable
(Tolerance) and the VIF (Variance Inflation Factor). The acceptability in this case
of the variables in the model is quite high, both greater than 0.5 while the VIF
62
coefficient is quite low and smaller 10. With a VIF coefficient less than 10 we can
reject the model hypothesis. multi-collinearity (Hoang Trong and Chu Nguyen
Mong Ngoc, 2005).
Regarding the assumption 3: The assumption of the normal distribution
of the remainder
To investigate the violation of the standard distribution assumption of
residuals, use Histogram and P-P plot plot in SPSS analysis. The Histogram shows
that the mean value is close to zero, the standard deviation is 0.987 close to 1, so it
can be said that the standard residual distribution is approximately. Therefore, it can
be concluded that: Assuming that the normal distribution of residuals is not
violated.
In addition, looking at the PP plot graph, the percentile points in the
distribution of residuals concentrate into a diagonal, thus assuming the normal
distribution of residuals is not violated.
Figure 4-5 Regression Standardized Residual

63
Figure 4-6 Normal P-P Plot of Regression Standardized Residual

Regarding assumption 4: Assuming the variance of the error is constant:
64
Commenting on the Scatterplot scatter plot (Figure 3.6) above, we find that
the residuals are randomly dispersed around the 0 axis (ie around the average of the
residuals) in a constant range. Thus, the assumption of variance of constant error is
not violated.
Regarding the assumption 5: The assumption of independence of errors
(or no correlation between the residuals):
We use Durbin-Watson statistical quantity (d) to test. The quantity d has a
value from 0 to 4. In practice, when conducting the Durbin-Watson test, people
often apply the simple test rule as follows:
 If 1 <d <3, the model has no correlation.
 If 0 <d <1, the model has a positive correlation.
 If 3 <d <4, the model has a negative correlation.
We have 1 <(d = 1,954) <3 so we can conclude that the remainder is
independent from each other and the independence of the remainder is guaranteed.
Thus, five assumptions of linear regression analysis are not violated. Therefore,
regression analysis results are reliable.
4.5.2 Regression analysis, model testing and theoretical testing
Table 4-48 Anova
Model Sum of Squares df Mean Square F Sig.
1 Regression 46.213 10 4.621 76.592 .000b
Residual 23.652 392 .060
Total 69.865 402
a. Dependent Variable: Decision
b. Predictors: (Constant), Marketing, Program, Fee, Recommendation, Location,
Facility, Connection, Brand, Quality, Teacher
Analysis of variance (ANOVA) is a statistical method for analyzing the total
scale of variation of the dependent variable (the sum of which the total scale of
variation is defined as the sum of squared deviations from the number (average of
it) into parts and each is attributed to the variation of a particular explanatory
65
variable or a group of explanatory variables. The rest cannot be attributed to any

variable called unexplained variation or residual. This method is used to test
hypothesis H0 to determine whether the samples were drawn from the same
population. The test results tell us whether the samples obtained are correlated or
not.
With ANOVA test, H0: "Average is equal"
If Sig <= 0.05: reject H0, it is eligible to confirm there is a difference
between the groups for the dependent variable. In contrast, if Sig> 0.05: accepting
H0, it is not eligible to confirm the difference between groups for the dependent
variable. In this case, Sig = 0.00 <0.05, so the regression model makes sense.
Table 4-49 Model Summaryb
Adjusted R Std. Error of the Durbin-
Model R R Square Square Estimate Watson
1 .813a .661 .653 .24564 1.954
a. Predictors: (Constant), Marketing, Program, Fee, Recommendation, Location,
b. Dependent Variable: Decision
R squared adjusted is 0.653 = 65.3%. Thus, the independent variables in the
regression affect 65.3% of the change of the dependent variables.
66
Table 4-50 Coefficientsa

Unstandardized Standardized Collinearity
Coefficients Coefficients t Sig. Statistics
Std.
Model B Error Beta Tolerance VIF
1 (Constant) -.154 .155 -.993 .321
Program .227 .019 .365 11.80 .000 .901 1.109
4
Fee .048 .020 .077 2.438 .015 .866 1.154
Location .165 .019 .268 8.548 .000 .876 1.142
Brand .027 .019 .044 1.376 .169 .851 1.176
Facility .088 .025 .111 3.491 .001 .861 1.161
Connection .010 .022 .015 .463 .644 .820 1.220
Recommendation .059 .019 .095 3.145 .002 .950 1.052
Teacher .161 .027 .199 6.003 .000 .784 1.275
Quality .069 .021 .106 3.277 .001 .818 1.223
Marketing .154 .019 .275 8.290 .000 .784 1.275
67
Testing the phenomenon of multi-collinearity:

o VIF coefficients for independent variables are less than 10, so no
collinearity occurs.
Testing variance independence
o According to Nguyen Dinh Tho (2011), the Durbin-Watson value is
used to test the variance independence, this value usually fluctuates in
the range of 1-3, or adjacent 2, this value is accepted. According to
the analysis results, the Durbin-Watson value is 1.954, so the variance
independence is not violated.
Regression results:
o The regression results show that the Connection, Brand variables do
not make sense in the model because the test sig t is greater than 0.05.
The remaining variables all have an effect on the dependent variable
since the t-test tig of each independent variable is less than 0.05.
o According to the regression equation on the weights of the factors
affecting the decision on choosing an English center of students in Ho
Chi Minh City are arranged from the strongest one to the weakest one
as follows:
 Training program: 0.227
 Location: 0.165
 Teacher: 0.161
 Marketing: 0.154
 Facilities: 0.088
 Training quality: 0.069
 Recommendation: 0.059
 Tuition fee: 0.048
To determine the importance of each variable to the dependent variable in
the comparative relationship between the independent variables, we use the
standardized regression coefficient (Beta). Training Program is the most important
factor because there is a standardized Beta coefficient of 0.365; Marketing was the
68
second most important due to the standardized Beta coefficient of 0.275; The third
most important Location due to the standardized Beta coefficient is 0.268. We have
no factor which has negative standardized Beta.
The standardized regression equation:
o Decision = - 0.154 + 0.227 * Program + 0.165 * Location + 0.161 *
Teacher + 0.154 * Marketing + 0.088 * Facilities + 0.069 * Quality +
0.059 * Recommendation + 0.048 * Fee
The non-standard regression equation shows the change of the dependent
variable when an independent variable changes and the remaining independent
variables remain the same.
Standardized regression equation:
o Decision = 0.365 * Program + 0.268 * Location + 0.199 * Teacher +
0.275 * Marketing + 0.111 * Facilities + 0.069 * Quality + 0.095 *
Recommendation + 0.106 * Fee
In addition, all beta coefficients of the independent variables in the
regression equation were positive, showing a positive correlation between these
variables and the dependent variables. Therefore, the hypotheses the author
proposed initially are accepted.
Table 4-51 Conclusion of the Hypothesis examination
Hypotheses Result
Hypothesis H1 Accepted
Hypothesis H9 Not Accepted
Hypothesis H10 Not Accepted
69

70
Summary of chapter 4:
This chapter presents all research results.
First, the data has been cleaned before processing and results in statistical
inference. The description of the research subjects is done on demographic
variables (universities, grades, genders).
The determination of reliability and value of the scale using Cronbach's
Alpha coefficient and EFA factor analysis has confirmed 36 observed in 10 factors.
The regression using Enter method gives the results that remove 2 elements
and determine the intensity of the factors that influence the decision on choosing an
English center of students in Ho Chi Minh City as well as.
The next chapter will discuss the research results, conclusions and give
some implications to help centers develop to better meet the needs of learners to
increase the competitiveness of the foreign language center.
71
Chapter 5: CONCLUSION AND RECOMMENDATIONS

5.1 Conclusion
Nowadays, with the continuous innovation in the contents and teaching
methods in the educational environment to suit the global economic integration, the
study finds the factors affecting the choices of an English center is really necessary.
Because of this research, the foreign language schools can be aware of the factors
that influence the students' choice, thereby taking appropriate measures to attract
students and meet the right needs of expected learners, at the same time training
students in an optimum way.
The analysis of the importance of each factor affecting the motivation to select
a language center is extremely important to the existence and development of
centers. Foreign language centers need to focus on controlling, supplementing and
improving these factors. However, in reality we are always bound to many
resources so we can not simultaneously improve a series of factors. We prioritize
the importance of addressing important factors by determining the priority order
that needs to be addressed in order to achieve the highest efficiency.
This research is a succession and development based on previous studies, so
that the results of the research are both similar and different. The research results
show 8 out of 10 factors which will influence the decision on foreign language
selection of students in the order from strong to weak: Training program, Location,
Teacher, Marketing, Facilities, Training quality, Recommendation, Tuition fee. This
order indicates that the curriculum is the most important factor which is most
concerned by students. It is easy to understand because a program that is suitable
for the current English ability and the student's study goals will be further preferred
by the student. In addition, only with an effective study program can students
progress and meet the goals set at school.
Favorable geographic location as well as enthusiastic teachers will be two
factors that affect the dynamics of learners a lot. If the location is far away from
students or the teachers have a boring teaching method, it will make students
demotivated to study.
72
Marketing and facilities are also additional factors that make the learning process of
students more convenient. The quality of the curriculum is also a factor to be
considered. Recommendations from family and friends also play an important role
in the learner's choice. Finally, tuition is the least important of the eight factors
mentioned. Perhaps students prioritize quality learning programs to achieve their
results rather than a low tuition level but not guaranteed quality.
5.2 Recommendations
Learning foreign languages has become an essential need of many people,
from children, pupils and students to working people. Foreign language is
considered indispensable luggage of a global citizen. Knowing that necessity, many
foreign language teaching centers are mushrooming. So how to attract students?
From the above analysis results, the author would like to suggest some implications
for improving the educational environment at English centers in Ho Chi Minh City,
thereby increasing the competitiveness of the center, as well as providing students
with all the necessary skills of Listening - Speaking - Reading - Writing to be able
to confidently communicate with international friends, helping students have many
good job opportunities as well as meeting the requirements of future work.
Recommendation 1: Design an optimal curriculum for the target customers.
Because learners will have different starting points and goals, not to mention each
learner has different learning and comprehension abilities. Therefore, it is extremely
important to design an appropriate curriculum for the needs of the majority of
potential students.
Recommendation 2: Pay attention to the geographical location and facilities
when building the center.
Today almost every ward, even every street, has the appearance of English
centers from big ones to small ones. So if the programs of the centers are similar,
students are more likely to choose the center closer to their home or university, to
make it easier to travel and save time, or will choose a center with more modern
facilities, to provide a comfortable learning space for learners to better acquire
knowledge.
73
Recommendation 3: Focus on promoting your image to reach potential

audiences.
As mentioned above, today the number of English centers is too many to
count, and learners will be very confused about which one to choose. Therefore, the
center needs to actively and actively promote its image and core values so that
learners can identify and make the most appropriate choice for the learners
themselves. Advertising needs to be truth-based to keep students engaged in the
long run.
Recommendation 4: Select talented and enthusiastic teachers and ensure the
quality of training in the learning process for students.
Teachers are the most influential factor in students' learning. With a team of
professional, experienced, inspiring, and qualified teachers and with an excellent
training quality, the center can certainly attract students.
Recommendation 5: Encourage those who have studied at the center if they
feel satisfied to recommend it to their friends.
Word of mouth marketing has become one of the most popular forms of
marketing today. It is understandable because we will tend to believe in our friends
if they share specific experiences learned at the center and achieve good results.
Recommendation 6: Calculate the appropriate tuition fees to create
competition with rival centers.
After designing the curriculum and balancing other conditions, the center
should determine a reasonable cost for each course. Reasonable and flexible cost
norms for courses to provide suitable tuition fees for learners will contribute to the
number of students coming to the center. The center can minimize unnecessary
expenses in teaching activities, develop study promotion programs, provide
scholarships for learners, etc.
5.3 Limitations and future research
Firstly, despite trying to perfect the questionnaire design, it is inevitable that
the questionnaire may not be scientific and complete as well as there may be the
74
phenomenon in which some students do not feel all the questions and not
responding appropriately.
Secondly, research results are obtained in a narrow range. The author has tried
to survey students from all the universities and colleges in Ho Chi Minh City.
However, due to the network limitation of the author, the subjects surveyed are
concentrated in main universities and the surveyed students are mainly from
economic sectors.
Finally, due to the limited ability of self-knowledge, the proposed solutions
may not be feasible.
The study focuses on people who have a need to learn a foreign language, but
they also have very different learning goals, so to consider and assess the factors
that influence the decision on choosing a center, should it be further investigated?
Those who have studied or who are employers need workers who know foreign
languages, so that assessment will be more rigorous and comprehensive.
Test results and arguments show that the scales met the requirements after
some adjustments. Specifically, there are 8 factors that influence students' decision
to choose English centers arranged in descending order: X. The model test results
show the relevance of the theoretical model as well. such as the acceptance of the
theory set out in the research model has practical significance for managers,
training institutions in general and English language centers in particular. These
are the basis for constructing the proposal to improve the effectiveness of training
quality to meet the diverse and legitimate needs of learners and create a scientific
basis for educational managers in general in building appropriate strategies to
increase their competitiveness.
75
Chapter 6:
I
REFERENCES
David.W. Chapman 1981. A model of student college choice, The Joural of Higher
Education.
Nunnally J. C. & Burnstein I. H. 1994. Psychometric Theory (3rd ed.), New York:
McGraw-Hill
Mei Tang. Wei Pan. Mark D. Newmeyer 2008. Factors influencing High
School student’s career aspirations, University of Cincinnati. USA
Tran Dinh Chien , 2008. Career selection trend of 12th grade students in high
school under the influence of market economy (survey in Phu Tho province),
Thesis Master of Education, Thai Nguyen University.
Tran Van Qui, Cao Hao Thi 2009. Factors affecting high school students' choice of
university, Science and Technology Development Magazine (No. 15-2009),
VNU-HCM.
Hoang Trong, Chu Nguyen Mong Ngoc, 2008. Analyzing research data with SPSS,
Hong Duc Publishing House, Ho Chi Minh City.
Pham Vu Phi Ho 2018. Model of teaching methods and activities at big English
centers located in Ho Chi Minh City, Journal of Science, Ho Chi Minh City
University of Education
Vu Thi Phuong Anh, Nguyen Bich Hanh 2015. English competency of university
students in Ho Chi Minh City before the requirement of a knowledge
economy: current situation and solutions
Nguyen Phuong Toan, 2011. Survey of factors affecting the choice of high school's
grade 12 students in the province of Tien Giang, Institute of Education Quality
Assurance, Vietnam National University, Hanoi.
Pham Thi To Nhu 2010, The impact of socio-cultural factors on the first- year
students' English learning - English department of Foreign Language
University, Da Nang University
6 criteria for choosing an English center in Ho Chi Minh City,
https://edu2review.com/reviews/6-tieu-chi-lua-chon-trung-tam-anh-ngu-tai-
tphcm-553.htm, January 1st 2020
II
Puja Mondal 2018. Importance of Motivation in Learning, Daily Mail, [online]

(Last updated 10:00 AM on 07th April 2020). Available at:
<http://www.yourarticlelibrary.com/motivation/importance-of-motivation- in-
learning-657-words/5998> [Accessed on 3 February 2020].
How People Learn II: Learners, Contexts, and Cultures, The National Academies
Press, [online] (Last updated 9:00 PM on 07th April 2020). Available at:
<https://www.nap.edu/read/24783/chapter/8>[Accessed on 3 February 2020].
Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second
language learning. Rowley, MA: Newbury House, [online] (Last updated 9:00
PM on 07th April 2020). Available at:
<https://web.archive.org/web/20071113081605/http://www.hochiminhcity.
gov.vn/left/gioi_thieu/thong_ke/so_ca_nuoc/vi_tri?left_menu=1>[Accessed
on 23 February 2020].
Minh Nguyet 2017, Data on foreign language centers (foreign language
establishments, foreign language centers, foreign language centers) in
HCMC, [online] (Last updated 12:00 AM on 07th April 2020). Available at:
<https://web.archive.org/web/20071113081605/http://www.hochiminhcity.
gov.vn/left/gioi_thieu/thong_ke/so_ca_nuoc/vi_tri?left_menu=1> [Accessed
on 25 February 2020].
III
APPENDIX
APPENDIX 1: TABLE OF OFFICIAL RESEARCH QUESTIONS
Dear Mr./Ms. [Name],
My name is X and I am a student at Foreign Trade University, Ho Chi Minh
City Campus. I am conducting a research project on " Factors affecting decisions on
choosing English centers of students in Ho Chi Minh City".
In order to obtain the necessary information as a scientific basis for the
implementation of the topic, I hope you will take a little time to contribute
comments by answering this questionnaire.
Your input will greatly contribute to the success of the topic.
Sincere thanks for your cooperation.
PERSONAL INFORMATION SECTION
1. Which university do you come from?
- Foreign Trade University, Ho Chi Minh City Campus
- Ho Chi Minh City University of Economics
- Banking Universities
- Universities of Vietnam National University system (VNU)
- Ho Chi Minh City Open University
- Ho Chi Minh City University of Architecture
- Ho Chi Minh City University of Arts
- Ho Chi Minh City University of Foreign Languages and Information
Technology
- Ho Chi Minh City University of Industry
- Ho Chi Minh City University of Information Technology
- Ho Chi Minh City University of Law
- Ho Chi Minh City University of Medicine and Pharmacy
- Ho Chi Minh City University of Pedagogy
- Ton Duc Thang University
- University of Communications and Transportation
- College Of Foreign Economic Relation
IV
- Posts and Telecommunications Institute of Technology

- Other University/College/Institute.
2. You are a ...?
- Freshman
- Sophomore
- Third-year student
- Final-year student
- Fresh graduate
3. Gender
- Male
- Female
- Not want to mention
4. Your email address is…?
…………………………………..
RESEARCH QUESTIONS
How do you agree about the following statements about the factors that influence
your decision of choosing an English center?
With the opinion level being: 1: Strongly disagree; 2: Disagree; 3: Not disagree, not
agree; 4: Agree; 5: Strongly agree.
V
NO. FACTORS YOUR

OPINION
1 2 3 4 5
Geographical location
1 Being near students’ school for convenience and safety.
2 Being near students’ home for convenience and security.

3 Being far from students’ school / home but travel and tuition
costs are low.
4 Being near tourist centers where there are foreign visitors.
Marketing
1 Widely advertised on the mass media.
2 Having many incentive policies, attractive promotions such as
tuition discount or gifts.
3 Having scholarships for financially disadvantaged students and
refund fees for the international certification exams if students
get high scores.
4 Having a team of professional and qualified consultants.
Training Program
1 Broad contents, including all skills (Listening-Speaking-
Reading-Writing)
2 An intensive study program for each skill (class specializing in
Writing, class for Speaking)
3 A separate curriculum that is standardized to suit the needs of
the learner.
A curriculum updated with the most modern teaching methods.
4
5 A curriculum with many extra-curricular activities for students
(such as holding more workshops, having a club, etc.)
Training quality
VI
1 Having an effective teaching method. At the end of the course,

students can get free re-education if they fail the final test.
2 Ensuring output quality and students will be granted internal
certification of the center.
3 Ensuring international standard training.
Teachers
1 Having team of professional and enthusiastic teachers with
appropriate qualifications and experience.
2 Having 100% teachers who are foreign teachers or Vietnamese
teachers studying abroad.
3 Having a team of Vietnamese assistants to support students.
Tuition Fees
1 Having very high tuition fees, and having commitment to

refund tuition if students cannot achieve their goals.
2 Having high tuition fees, ensuring output.
3 Having low tuition fees, ensuring output.
4 Having tuition which is moderate compared to average income,

ensuring output.
Facilities
1 Having modern facilities but high tuition.
2 Having good facilities with minimum conditions but low tuition.
3 Providing sufficient information for students to approach

conveniently.
Having a website system designed with many contents for
4 students to easily update information, do homework or online
test, or self-study at home.
VII
Recommendations
1 Having recommendations from the students’ parents, siblings or

relatives.
2 Having recommendations from the students’ friends.
3 Having recommendations from students who have been

studying at that center
Brand
1 Being a large and famous English center.
2 Being a reputable center in the area.
3 Being a long-established English language center.
4 Being in cooperation with other well-known international

language teaching organizations.
Connection
Connecting students in the course well.
Connecting learners of different courses to expand their

network.
Having teachers and tutors who actively connect with learners.
Allowing students to maintain relationships with teachers,

teaching assistants and other students, even after the course has
ended.
Decision
1 Choosing the center because of the standard training program

and the good quality of training.
2 Choosing the center because of the teachers are highly qualified
and enthusiastic in teaching.
3 Choosing the center because of reasonable tuition fee and good
facilities.
VIII
4 Choosing the center because of recommendations from friends

and relatives.
5 Choosing the center because of new relationships and
connection between teachers and learners and among learners
6 Choosing the center because of its favorable location.
IX
APPENDIX 2: CRONBACH’ALPHA ANALYTICAL RESULTS

2.1. Scale: Loca
Case Processing Summary
N %
Valid 403 99.8
Excluded
Cases a
1 .2
Total 404 100.0
Reliability Statistics
Cronbach's N of
Alpha Items
.627 4
Item-Total Statistics
Scale Mean Scale Corrected Cronbach's

if Item Variance if Item-Total Alpha if
Deleted Item Deleted Correlation Item Deleted
Loca1 11.2655 2.434 .544 .441
Loca2 11.0199 2.626 .550 .445
Loca3 11.4864 2.718 .618 .410
Loca4 11.0347 4.143 .007 .794
2.2. Scale: Mkt
N %
Valid 403 99.8
Excluded
Cases a
1 .2
Total 404 100.0

X
Cronbach's N of
Alpha Items
.828 4
Mkt1 10.4715 5.568 .624 .797
Mkt2 10.3697 5.189 .664 .779
Mkt3 9.9677 5.519 .632 .794
Mkt4 9.9032 4.829 .705 .760
2.3. Scale: Pro
N %
Valid 403 99.8
Excluded
Cases a
1 .2
Total 404 100.0
Cronbach's N of
Alpha Items
.729 5
XI
Pro1 15.4119 7.521 .441 .704
Pro2 15.6005 8.111 .410 .711
Pro3 15.2978 7.220 .545 .659
Pro4 15.4665 7.011 .637 .622
Pro5 15.4739 8.444 .426 .705
2.4. Scale: Qua
N %
Valid 403 99.8
Excluded
Cases a
1 .2
Total 404 100.0
Cronbach's N of
Alpha Items
.624 3
Qua1 7.3350 1.860 .463 .480
Qua2 7.9901 2.254 .363 .616
Qua3 6.9677 1.837 .477 .460
XII
2.5. Scale: Tea

N %
Valid 403 99.8
Excluded
Cases a
1 .2
Total 404 100.0
Cronbach's N of
Alpha Items
.611 3
Tea1 7.6253 1.429 .348 .608
Tea2 8.5881 1.243 .446 .474
Tea3 8.2233 1.134 .471 .433
2.6Scale: Fee
N %
Valid 403 99.8
Excluded
Cases a
1 .2
Total 404 100.0

XIII
Cronbach's N of
Alpha Items
.665 4
Fee1 10.3648 4.058 .347 .663
Fee2 10.8958 4.079 .491 .578
Fee3 10.1166 3.471 .573 .508
Fee4 11.2556 3.619 .403 .634
2.7. Scale: Fac
N %
Valid 403 99.8
Excluded
Cases a
1 .2
Total 404 100.0

XIV
Cronbach's N of
Alpha Items
.657 4
Fac1 12.1216 2.923 .353 .646
Fac2 11.8536 2.901 .388 .622
Fac3 11.4491 2.532 .591 .482
Fac4 11.5931 2.739 .430 .594
2.8. Scale: Rec
N %
Valid 403 99.8
Excluded
Cases a
1 .2
Total 404 100.0

XV
Cronbach's N of
Alpha Items
.810 3
Rec1 8.0744 1.790 .666 .736
Rec2 7.7643 2.036 .718 .692
Rec3 7.7891 1.973 .609 .793
2.9. Scale: Brand
N %
Valid 403 99.8
Excluded
Cases a
1 .2
Total 404 100.0

XVI
Cronbach's N of
Alpha Items
.646 4
Brand1 10.2605 4.472 .478 .539
Brand2 10.2630 5.145 .357 .622
Brand3 10.2779 4.664 .458 .555
Brand4 10.1787 4.635 .411 .588
2.10. Scale: Con
N %
Valid 403 99.8
Excluded
Cases a
1 .2
Total 404 100.0

XVII
Cronbach's N of
Alpha Items
.787 4
Con1 12.4218 3.717 .660 .705
Con2 12.5012 3.340 .611 .731
Con3 12.1489 4.102 .552 .757
Con4 12.2233 3.686 .576 .745
2.11. Scale: Dec
N %
Valid 406 100.0
Excluded
Cases a
0 .0
Total 406 100.0

XVIII
Cronbach's N of
Alpha Items
.854 6
Dec1 18.20 4.511 .640 .829
Dec2 18.15 4.545 .657 .826
Dec3 18.22 4.496 .642 .829
Dec4 18.17 4.578 .635 .830
Dec5 18.15 4.441 .664 .825
Dec6 18.18 4.620 .601 .837
XIX
APPENDIX 3: ANALYTICAL RESULTS OF EXPLORATORY FACTOR

EFA
3.1. Analytical results of independent variables
Factor Analysis
KMO and Bartlett's Test

Kaiser-Meyer-Olkin Measure of Sampling
.710
Adequacy.
5120.52
Approx. Chi-Square
Bartlett's Test of 2
Sphericity df 666
Sig. .000
Communalities
Initial Extraction
Loca1 1.000 .755
Loca2 1.000 .778
Loca3 1.000 .662
Mkt1 1.000 .762
Mkt2 1.000 .732
Mkt3 1.000 .709
Mkt4 1.000 .748
Pro1 1.000 .638
Pro2 1.000 .525
Pro3 1.000 .595
Pro4 1.000 .698
Pro5 1.000 .557
Qua1 1.000 .638
Qua2 1.000 .608
XX
Qua3 1.000 .704

Tea1 1.000 .614
Tea2 1.000 .729
Tea3 1.000 .607
Fee1 1.000 .734
Fee2 1.000 .668
Fee3 1.000 .660
Fee4 1.000 .667
Fac1 1.000 .688
Fac2 1.000 .576
Fac3 1.000 .774
Fac4 1.000 .670
Rec1 1.000 .750
Rec2 1.000 .801
Rec3 1.000 .704
Brand1 1.000 .617
Brand2 1.000 .630
Brand3 1.000 .648
Communalities
Initial Extractio
n
Brand4 1.000 .572
Con1 1.000 .690
Con2 1.000 .700
Con3 1.000 .657
Con4 1.000 .631
XXI
Extraction Method:
Principal Component
Analysis.
XXII
Total Variance Explained

t Loadings
1 5.480 14.810 14.810 5.480 14.810 14.810
2 3.062 8.277 23.087 3.062 8.277 23.087
3 2.267 6.127 29.214 2.267 6.127 29.214
4 2.119 5.726 34.940 2.119 5.726 34.940
5 1.964 5.309 40.249 1.964 5.309 40.249
6 1.797 4.857 45.106 1.797 4.857 45.106
7 1.711 4.624 49.730 1.711 4.624 49.730
8 1.669 4.511 54.241 1.669 4.511 54.241
9 1.324 3.579 57.820 1.324 3.579 57.820
10 1.275 3.445 61.265 1.275 3.445 61.265
11 1.172 3.169 64.433 1.172 3.169 64.433
12 1.052 2.844 67.277 1.052 2.844 67.277
13 .965 2.607 69.884
14 .857 2.315 72.200
15 .810 2.188 74.388
16 .753 2.035 76.423
17 .690 1.865 78.289
18 .682 1.843 80.131
19 .651 1.760 81.891
20 .565 1.527 83.418
21 .559 1.511 84.928
22 .493 1.333 86.262
23 .488 1.320 87.582
XXIII
24 .481 1.301 88.882

25 .464 1.253 90.135
26 .438 1.183 91.319
27 .391 1.056 92.375
28 .371 1.003 93.377
29 .346 .934 94.312
30 .341 .921 95.233
31 .330 .891 96.124
XXIV

Component Rotation Sums of Squared Loadings
Total % of Variance Cumulative %
1 2.772 7.491 7.491
2 2.727 7.371 14.863
3 2.519 6.807 21.670
4 2.320 6.271 27.941
5 2.294 6.199 34.140
6 2.042 5.520 39.660
7 2.028 5.480 45.141
8 1.982 5.356 50.497
9 1.876 5.071 55.568
10 1.801 4.867 60.436
11 1.278 3.454 63.889
12 1.254 3.388 67.277
13
14
15
16
17
18
19
20
21
22
23
24
25
XXV
26
27
28
29
30
31
XXVI

t Loadings
32 .275 .744 96.868
33 .272 .736 97.604
34 .258 .698 98.302
35 .233 .629 98.930
36 .217 .585 99.516
37 .179 .484 100.000
XXVII
Rotated Component Matrixa

Component
1 2 3 4 5 6 7 8
Mkt2 .804
Mkt4 .798
Mkt3 .767
Mkt1 .748
Con1 .785
Con4 .760
Con2 .751
Con3 .711
Pro4 .816
Pro3 .720
Pro5 .647
Pro2 .609
Pro1 .591
Loca2 .846
Loca1 .827
Loca3 .767
Rec2 .866
Rec1 .835
Rec3 .821
Fee2 .751
Fee3 .728
Fee4 .721
Brand
.725
1
XXVIII
Brand
.714
3
Brand
.604
2
Brand
.583
4
Fac3 .763
Fac1 .719
Fac4 .625
Fac2 .559
Qua3
XXIX

Component
9 10 11 12
Mkt2
Mkt4
Mkt3
Mkt1
Con1
Con4
Con2
Con3
Pro4
Pro3
Pro5
Pro2
Pro1
Loca2
Loca1
Loca3
Rec2
Rec1
Rec3
Fee2
Fee3
Fee4
Brand1
Brand3
Brand2
XXX
Brand4
Fac3
Fac1
Fac4
Fac2
Qua3 .795
XXXI

Component
1 2 3 4 5 6 7 8
Qua1
Qua2
Tea2
Tea3
Tea1
Fee1

Component
9 10 11 12
Qua1 .729
Qua2 .562
Tea2 .757
Tea3 .717
Tea1 .618
Fee1 .709
Extraction Method: Principal Component Analysis.

Rotation Method: Varimax with Kaiser Normalization.a
3.2. Analytical results of dependent variables
KMO and Bartlett's Test
Kaiser-Meyer-Olkin Measure of Sampling .878
Adequacy.
Bartlett's Test of Approx. Chi-Square 899.562
Sphericity df 15
XXXII
Sig. .000
Component Matrixa
Component
1
Dec5 .782
Dec2 .775
Dec3 .762
Dec1 .760
Dec4 .755
Dec6 .726

Extraction Sums of Squared
Initial Eigenvalues Loadings
Componen % of Cumulative % of Cumulative
t Total Variance % Total Variance %
1 3.468 57.796 57.796 3.468 57.796 57.796
2 .637 10.617 68.413
3 .564 9.401 77.814
4 .513 8.555 86.369
5 .424 7.075 93.444
6 .393 6.556 100.000
Extraction Method: Principal Component Analysis.
XXXIII
APPENDIX 4: NALYTICAL RESULTS ON CORRELATION AND LINEAR

REGRESSION
4.1 Analytical results on correlation
Correlations
Dec Pro Loc Br Fac Tea Qu
isio gra Fe atio an ilit Conn Recomm che alit Mark
n m e n d y ection endation r y eting
Decision Pears 1 .480 .2 .450 .2 .34 .295** .236** .47 .35 .491*
on **
68 **
82 2** 7** 2** *
Corre ** **
lation
Sig. .000 .0 .000 .0 .00 .000 .000 .00 .00 .000
(2- 00 00 0 0 0
tailed
)
N 406 403 40 403 40 403 403 403 403 403 403
3 3
Program Pears .480 1 .0 .058 .0 .14 .226** .163** .21 .04 .034
on **
85 26 6** 1** 8
Corre
lation
Sig. .000 .0 .246 .6 .00 .000 .001 .00 .33 .494
(2- 88 03 3 0 5
tailed
)
N 403 403 40 403 40 403 403 403 403 403 403
3 3
XXXIV
Fee Pears .268 .085 1 .096 .1 .16 .179** .084 .21 .29 .088
on **
33 4** 6** 7**
Corre **
lation
Sig. .000 .088 .053 .0 .00 .000 .090 .00 .00 .078
(2- 07 1 0 0
tailed
)
N 403 403 40 403 40 403 403 403 403 403 403
3 3
Location Pears .450 .058 .0 1 .2 .11 .070 .075 .14 .21 .251*
on **
96 57 7* 8** 0** *
Corre **
lation
Sig. .000 .246 .0 .0 .01 .161 .135 .00 .00 .000
(2- 53 00 9 3 0
tailed
)
N 403 403 40 403 40 403 403 403 403 403 403
3 3
Brand Pears .282 .026 .1 .257 1 .16 .142** .057 .12 .14 .305*
on **
33 **
4** 2* 6** *
Corre **
lation
Sig. .000 .603 .0 .000 .00 .004 .256 .01 .00 .000
(2- 07 1 4 3
tailed
)
N 403 403 40 403 40 403 403 403 403 403 403
3 3
XXXV
Facility Pears .342 .146 .1 .117 .1 1 .265** .115* .20 .23 .174*
on ** **
64 *
64 0** 1** *
Corre ** **
lation
Sig. .000 .003 .0 .019 .0 .000 .021 .00 .00 .000
(2- 01 01 0 0
tailed
)
N 403 403 40 403 40 403 403 403 403 403 403
3 3
Connecti Pears .295 .226 .1 .070 .1 .26 1 .143** .30 .18 .130*
on on ** **
79 42 5** 3** 5** *
Corre ** **
lation
Sig. .000 .000 .0 .161 .0 .00 .004 .00 .00 .009
(2- 00 04 0 0 0
tailed
)
N 403 403 40 403 40 403 403 403 403 403 403
3 3
Recomm Pears .236 .163 .0 .075 .0 .11 .143** 1 .05 .06 .069
endation on ** **
84 57 5* 9 2
Corre
lation
Sig. .000 .001 .0 .135 .2 .02 .004 .23 .21 .164
(2- 90 56 1 5 6
tailed
)
N 403 403 40 403 40 403 403 403 403 403 403
3 3
XXXVI
Teacher Pears .477 .211 .2 .148 .1 .20 .303** .059 1 .20 .311*
on ** **
16 **
22 0** 0** *
Corre ** *
lation
Sig. .000 .000 .0 .003 .0 .00 .000 .235 .00 .000
(2- 00 14 0 0
tailed
)
N 403 403 40 403 40 403 403 403 403 403 403
3 3
Quality Pears .352 .048 .2 .210 .1 .23 .185** .062 .20 1 .247*
on **
97 **
46 1** 0** *
Corre ** **
lation
Sig. .000 .335 .0 .000 .0 .00 .000 .216 .00 .000
(2- 00 03 0 0
tailed
)
N 403 403 40 403 40 403 403 403 403 403 403
3 3
Marketin Pears .491 .034 .0 .251 .3 .17 .130** .069 .31 .24 1
g on **
88 **
05 4** 1** 7**
Corre **
lation
Sig. .000 .494 .0 .000 .0 .00 .009 .164 .00 .00
(2- 78 00 0 0 0
tailed
)
N 403 403 40 403 40 403 403 403 403 403 403
3 3
XXXVII

XXXVIII
4.2. Analytical results on regression

ANOVAa
Model Sum of Squares df Mean Square F Sig.
1 Regression 46.213 10 4.621 76.592 .000b
Residual 23.652 392 .060
Total 69.865 402
b. Predictors: (Constant), Marketing, Program, Fee, Recommendation, Location,
Model Summaryb
Adjusted R Std. Error of the Durbin-
Model R R Square Square Estimate Watson
1 .813a .661 .653 .24564 1.954
a. Predictors: (Constant), Marketing, Program, Fee, Recommendation, Location,
b. Dependent Variable: Decision
XXXIX
Coefficientsa
Unstandardized Standardized Collinearity
Coefficients Coefficients Statistics
Std.
Model B Error Beta t Sig. Tolerance VIF
1 (Constant) -.154 .155 -.993 .321
Program .227 .019 .365 11.80 .000 .901 1.109
4
Fee .048 .020 .077 2.438 .015 .866 1.154
Location .165 .019 .268 8.548 .000 .876 1.142
Brand .027 .019 .044 1.376 .169 .851 1.176
Facility .088 .025 .111 3.491 .001 .861 1.161
Connection .010 .022 .015 .463 .644 .820 1.220
Recommendation .059 .019 .095 3.145 .002 .950 1.052
Teacher .161 .027 .199 6.003 .000 .784 1.275
Quality .069 .021 .106 3.277 .001 .818 1.223
Marketing .154 .019 .275 8.290 .000 .784 1.275
XL
APPENDIX 5: DESCRIPTIVE STATISTICS

UNIVERSITIES
Cumulative
Frequency Percen Valid Percent
t Percent
Valid Foreign Trade University, 134 33.2 33.2 33.2
Ho Chi Minh City
Campus
Ho Chi Minh City 27 6.8 6.8 40.0
University of Economics
Banking Universities 49 12.1 12.1 52.1
Vietnam National 57 14.2 14.2 66.3
University - Ho Chi Minh
City
Other universities, 136 33.7 33.7 100.0
colleges, institutes
Total 403 100.0 100.0
GRADES
Cumulative
Frequency Percent Valid Percent
Percent
Vali Freshmen 63 15.6 15.6 15.6
d Sophomores 114 28.3 28.3 43.9
Third-year students 128 31.7 31.7 75.6
Final-year students 59 14.6 14.6 90.2
Freshly graduated 39 9.8 9.8 100.0
students
Total 403 100.0 100.0
XLI
XLII
GENDERS
Cumulative Percent
Frequency Percent Valid Percent
Valid Nam 98 24.3 24.3 24.3
Nu 298 74.0 74.0 98.3
Not mention 7 1.7 1.7 100.0
Total 340 100.0 100.0

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I

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

APPENDIX 3: ANALYTICAL RESULTS OF EXPLORATORY FACTOR

APPENDIX 4: NALYTICAL RESULTS ON CORRELATION AND LINEAR

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

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

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

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

1.3 Aims and Objectives

Chapter 3: METHODOLOGY. This chapter focuses on the research methods

Chapter 2: : LITERATURE REVIEW

o Integrativität: AMTB studies the following three main factors:

o Outside school hours refers to the outside environment where students

with research on rewards and punishment. So far, behavioral theory has

Meanwhile, the university's fixed characteristics such as tuition fees, geographic

Figure 3-1 Research Model

3.1.2.4 Training quality

3.1.2.6 Tuition fee

Hypothesis H9: If the English center has a higher reputation, students

school / home but travel and CƠ SỞ NÀO ĐỂ TÁC GIẢ ĐƯA

3.1.3.3 Scale of Program

variable from Doan Thi

Table 3-6 Scale of Tuition Fee

Table 3-7 Scale of Facilities

Table 3-8 Scale of Recommendations

organizations. Hue, 2016

Table 3-11 Scale of Decision

3.2 Data collection

The research team conducted a survey with 38 observed variables, so a

3.3.5 Multivariate regression analysis

Chapter 4: RESEARCH RESULTS

Figure 4-2 Research Sample 1

Freshmen Sophomores Third-year students