Phương Pháp Nghiên Cứu Khoa Học Bằng Tiếng Anh, 9 Điểm

Phương Pháp Nghiên Cứu Khoa Học Bằng Tiếng Anh
Factors affecting the decision to choose an English center of students’ parents
The case of Victoria English Center
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CHAPTER 1. INTRODUCTION Error! Bookmark not defined.
1.1. Rationale 7
1.2. Research Objectives 7
1.3. Research questions 7
1.4 Scope of the study 8
CHAPTER 2. LITERATURE REVIEW 8
2.1 The development of English learning demand 8
2.1.1 The growth of demand for learning English in Vietnam Error!
Bookmark not defined.
2.1.2 The development of Victoria English centerError! Bookmark not
defined.
2.2 Theories and models of consumer behavior 9
2.2.1 Theory of Reasoned Actions (TRA) 10
2.2.2 Theory of Planned Behavior (TPB) 11
2.2.3 Technology Acceptance Model (TAM) 12
2.3 Factors affecting the decision to choose an English center of students’ parents
12
2.4 Propose research model and hypothesis 16
CHAPTER 3. RESEARCH METHODOLOGY 19
3.1 Overview 19
3.2 Study participants 19
3.2.1 Population and Study Sample 19
3.2.2 Sample Size and Selection of Sample 19
3.3 Questionnaire design 20

3.4 Data collection and encoding 20
3.5 Measures 21
3.6 Research design and Procedures 22
3.7 Data analysis 22
CHAPTER 4: RESULTS AND FINDINGS 23
4.1. Demographic statistic 23
4.2. Descriptive statistic 24
4.3. Cronbach’s alpha 25
4.4. Exploratory factor analysis 29
4.5. Regression results 30
CHAPTER 5: DISCUSSION, CONCLUSIONS AND RECOMMENDATIONS 34
5.1 Discussion 34
5.2 Conclusions 35
5.3 Recommendations 39
References 40
Appendix 42

CHAPTER 1: COMPANY BACKGROUND
1.1. Company history
Victory English Center was established on 11/11/2019, located at: House No.
15, Hoa Nam 5 Street, Hoa An Ward, Cam Le District, Da Nang. Victoria English is
the Australian standard international English system in Vietnam, providing academic
English programs and individual skills training products in English for all ages.
Logo of Victory English center:
Imagine of Study activities and classroom:

1.2 Vision and mission
Because it is a small center, Victoria English center still publishes information about
its vision and mission
1.3 Organizational structure
Figure: Structure of Victoria English center
1.4 Target market segment
The target market of the Victoria English center is people living around the Da Nang
area. After being successful in Da Nang, the company's management will expand to
other major cities such as Hanoi and Ho Chi Minh City.

CHAPTER 2. RESEARCH BACKGROUND AND PROBLEM
1.1. Research background and problems
In the context of international integration, the importance of English is
increasingly being affirmed as an essential tool in study, work and daily
communication. Many research results show that the first years of life are the golden
period for language development because children will absorb and absorb it most
naturally. In the face of the above reality, English teaching and learning activities of
preschool and primary school children have been increasingly receiving the attention
of parents. In Da Nang, English centers appear more and more to meet the needs of
children learning English. This makes parents difficult to choose and English centers
also need to have appropriate policies and strategies to improve competitiveness in the
market. However, at present, there have not been many studies analyzing the factors
affecting the choice of English centers by parents of students, especially in Da Nang
area. Victoria English is the Australian standard international English system in
Vietnam, providing academic English programs and individual skills training products
in English for all ages. This article aims to analyze and evaluate the influence of
factors on parents' decision to choose an English center for their children in Da Nang
city and a specific case study of Victoria English Center. From the specific analysis,
the author proposes a number of solutions and recommendations to help the centers
develop appropriate strategies to be able to develop sustainably in the market in the
near future.
1.2. Research Objectives
The study was conducted to find out the factors affecting parents' decision to
choose an English center, The case of Victoria English Center. From specific
problems, the author wishes to come up with solutions so that not only Victoria
English Center but also many English centers across the country can refer, creating
sustainable development in the future.
1.3. Research questions
The questions that the author posed to conduct this study are as follows:
- What factors affect the decision to choose an English center of students'
parents, The case of Victoria English Center

- How do these factors affect the parents' decision to choose an English center?
- Solutions to help English centers reach and increase sales through influencing
the choice of parents?
1.4 Scope of the study
- Content: The research is based on knowledge about the factors affecting the
choice decision of consumers, in this case, the decision to choose an English center for
parents. The study wants to find out which factors and how much influence that factor
has on the decision to choose an English center. With limited scope and research
subjects, the study does not publish any absolute opinions, but only based on actual
data collected.
- Space: An online and offline survey created mainly to collect data from
parents in Da Nang and Victoria English Center. The author created the survey
questionnaire through an online survey tool as well as printed the questionnaire into a
hard document. For the questionnaires in the form of hard documents, the author sent
them directly to the parents who met the criteria of the subjects participating in this
study. For the online survey sample, the author conducted an online survey of
participants through social networking sites such as Facebook, LinkedIn, etc. From the
collected data, separate segments represent each given target group. Data quality plays
an essential role in helping the researcher get an overview of the research problem,
providing an important development step for drawing conclusions and making
actionable decisions.
- Scope: this study is limited to Da Nang city. The surveyed subjects are
parents of English learners who have been studying at English centers.
- Time: The whole research process was carried out in 01 month, from July
2022 to August 2022
CHAPTER 3. LITERATURE REVIEW
2.1 Historical background
In the trend of Vietnam's international integration, Vietnam is participating in
many international trade agreements such as EVFTA, CPTPP, ..., training, and

improving the ability to use foreign languages, especially English is being considered
as a top priority (Dan Xuan Yun, 2015). The Government of Vietnam has set the
target of "5% of cadres, civil servants and public employees in state agencies having
foreign language proficiency level 3 or higher by 2015 and reaching 30% by 2020"
(Decision No. Decree No. 1400/QD-TTg dated September 30, 2008 of the Prime
Minister). Hung (2017) did a study on the demand for foreign language learning in
Can Tho city. Research has confirmed that foreign languages, especially English, are
identified as important in the current integration context
Ha and Thao (2019) studied the factors affecting the need to learn English of
non-specialized students. One hundred and two students studying in the second year
of Information Technology at a College in Ho Chi Minh City were invited to answer
the questionnaire. Collected data was processed using SPSS software. Research results
show that students majoring in IT have a high demand for English learning, and
factors such as self-study, specialized English teachers, and learning environment and
learning materials, and career future career has a positive relationship with the need to
learn English of students majoring in information technology
2.2 Theory relevant to research questions/hypothesis
The consumer environment is becoming increasingly diverse. Previously, the
consuming environment was restricted to customers, product and service suppliers,
but it is now extended both directly and online (indirectly). Consumers, online service
distributors, companies that supply products and services, and intended consumer
information are all part of the online consumer ecosystem. Consumer behavior
through online buying has a clearer orientation than typical consumption through
technology application platforms, it might be argued. Consumer attitudes, beliefs, and
actions shift from product perception to personal perspectives and the perceived value
of technology, as well as the distinctive features of online retailers (Javadi et al.,
2012). The development of the e-commerce platform has also resulted in the
development of several theories and models to describe and evaluate human
consuming behavior as it is impacted by electronics and computer technology. Theory
of Reasoned Actions (TRA), Theory of Planned Behavior (TPB), and the Technology

Acceptance Model are the most commonly used theories to assess internet users'
consuming behavior (TAM).
2.2.1 Theory of Reasoned Actions (TRA)
Ajzen and Fishbein created the theory of rational action (TRA) in 1967, and it
has been thoroughly calibrated throughout time. According to the TRA model (Ajzen
and Fishbein, 1977), consumption tendencies are the greatest predictors of
consumption behavior. Consider two aspects to be more interested in the factors that
contribute to the buying trend: consumer attitudes and subjective standards. Customer
attitudes are measured in this paradigm through the perception of product
characteristics. Customers will notice qualities that give vital advantages and vary in
importance. If the weights of such traits are known, the outcome of the consumer's
choice may be predicted roughly. Subjective normative aspects can be measured by
persons who are close to customers (such as family, friends, coworkers, etc. ); these
people like or detest what they buy.
Causal Diagram of Basic Components of the Theory of Reasoned Action
Source: Author
Attitudes toward specific items or services are frequently better explained by
models that explain attitudes toward consumer behavior. In other words, customers
frequently prioritize self-benefit over the total advantages and features supplied by
products and services (Hale, Householder and Greene, 2003). The premise that
conduct is under the control of the will is the theory's most significant shortcoming.
That is, the idea only applies to deliberate conscious activity. This hypothesis cannot

explain unreasonable behavioral decisions, habitual activities, or behaviors that are
deemed unconscious (Ajzen and Fishbein, 1975). That's also why there was the birth
of The Theory of Planned Behavior (TPB).
2.2.2 Theory of Planned Behavior (TPB)
The Theory of Planned Behavior is a psychology theory that connects people's
ideas to their actions. This theory presents data detailing how three essential elements
impact human behavior: attitudes, subjective norms, and perceived behavioral control.
As a result, the Theory of Planned Behavior (TPB) has emerged as one of the most
prominent study models for predicting and understanding human behavior. Ajzen
researched and published the idea of planned conduct (1991). According to this idea,
every human being in a social setting is capable of doing a certain behavior provided
that person already has an intended background in the mental process.
Theory of Planned Behavior:
Source: Gangwal and Bansal (2016)
In other words, the larger the purpose and desire, the greater the likelihood and
decision to conduct an activity. Intention is generated and implemented in this
approach to be described by the degree to which a person has a positive or negative
appraisal of the activity based on personal perspective (attitude). Then, evaluate and
analyze the significance of others' perceptions of whether or not to perform the desired

behavior, as well as the willingness to follow those instructions (subjective criteria);
and the effect of an individual's perceived ease or difficulty in carrying out a specific
intention or behavior (perceived behavioral control).
2.2.3 Technology Acceptance Model (TAM)
Technology has advanced swiftly in the 4.0 age, making it an enormously vital
role in many facets of human existence today. That is, technology plays a critical role
in the creation and expansion of brand businesses. Improving usability and boosting
adaptation to new technologies are critical. However, not all technology achieves this.
The Technology Acceptance Model (TAM) hypothesis is designed to anticipate the
acceptance of a certain tool by identifying flaws that must be rectified and
incorporated into the system in order to boost user acceptability. According to this
approach, an information system's acceptability is governed by two major factors:
perceived utility and perceived ease of use. According to Ma and Liu (2006)'s study
on this model, consumers must be able to perceive technology based on purpose and
behavior in order to accept the use of technology in the process of accessing consumer
capabilities. This model's theoretical foundation is based on the examination and
evaluation of customer attitudes influencing the adoption or rejection of information
technology. Consumer views of ease of use and usefulness impact user attitudes, and
when people believe technology is simple to use, they believe it is beneficial (Chuttur,
2009).
Technology Acceptance Model (TAM):
Source: Bashir and Madhavaiah, 2014
2.3 Current empirical literature relevant to research questions/hypothesis
Suppramaniam, Kularajasingam and Sharmin (2019) assess that the majority of
parents want their children to have the best educational environment; but it should be

suitable for their family conditions and income. When choosing a good educational
environment for their children, according to research by Suppramaniam,
Kularajasingam and Sharmin (2019), parents choose based on factors such as:
popularity of the school, school quality, future choice, parent's income level and
parent's education level. The results were analyzed through SPSS software for the
purpose of correlation and regression analysis to evaluate the significance of the
research factors. In the results, it shows that the popularity of the school, the quality of
the school, the parents' future choice and income level have a relationship with the
choice of a private school but the educational level of the parents. has no relationship
with school choice. Factors affecting parents' decisions are school quality, future
choices, parents' income levels; but the popularity of the school and the education
level of the parents did not influence the school choice decision.
Mawene and Bal (2018) pointed out that choosing a learning environment for
children is not an easy decision; and contains many different elements. The authors
point out that the determinants of parental choice include the availability of
educational programs, the distance of the school, social continuity, class size, and the
characteristics of the school. teachers, parent-teacher communication, children's
beliefs and health. This study also highlights the need for in-depth research into how
parents from different cultural and linguistic backgrounds choose educational
programs for their children.
Tran et al. (2020) pointed out that parents in Vietnam have always wanted their
children to have the opportunity to practice English every day through the urge for
English education; which has led to the need for a high-quality educational program.
Tran et al. (2020) provides conclusions on factors that affect parents' intentions when
appointing an English center for their children, including: Facilities, Teachers, Brands,
Factors Social and Tuition Fees; A total of 235 samples were analyzed. Analysis of
sample responses shows the importance of five independent factors affecting the
intention of parents to choose an English center in descending order. Through the
analysis software SPSS 20, AMOS 20 and SEM analysis were processed to draw
conclusions about the factors affecting the intention to choose an English center.
Combined with the Multigroup analysis, the primary role of education was assessed in

relation to multiple correlations. In the context of the recent large and strong growth
of the English language teaching market in Vietnam, a number of proposals and
recommendations on sustainable development have been made in this study.
In the Chapman (1981) model, two groups of factors affect students' choice of
school. The first group includes the characteristics of the student and family, which
will be one of the prerequisites to help students choose the right school for their
family conditions and personal characteristics. The second group is a number of
specific external factors such as: Influential individuals (parents, friends, teachers,
colleagues...), Fixed characteristics of the school (Reputation, facilities). facilities,
teaching staff, tuition, location, curriculum), School communication efforts with
students (written communication, school visits, admission). Based on the survey
results, he showed that the factors that greatly affect students' decision to choose a
university are: characteristics of the school (including reputation, facilities, teachers
and students). fees), Personal characteristics and families, parents, friends, teachers,
and School communication efforts with students are influential and trustworthy in
selecting schools to attend.
Figure: Model of Chapman (1981)
Source: Chapman, 1981
In the study "Factors affecting students' decision to choose a university in
Malaysia" by Joseph (2010), the author has demonstrated the following factors:
Location, Reputation, Facilities, Cost Academics, School financial aid, Employment

opportunities, Student communication efforts (including: advertising, admissions
representatives, exchanges with high schools visiting campus school) has an impact on
school choice. The research topic of Uwe Wilkesmann (2010) was carried out at three
universities in Germany in 2010. The research sample was taken from 3687 students
from different disciplines: sociology, economics and engineering. All variables are
evaluated and measured according to the Likert scale. Uwe Wilkesmann's Learning
Motivation Variable is measured through three groups of motivations: intrinsic,
extrinsic and receptive. Research results show that groups of internal and external
motivations have a relationship with each other and affect the decision to choose a
school.
Research "Surveying factors affecting school choice of 12th grade high school
students in Tien Giang province" by Toan (2011), the author has proposed 8
hypotheses to test the results. from H1 to H8 (Features of the university, Diversity and
attractiveness of training, Future job opportunities, Efforts to communicate with
students, Reputation of the university, Chances of winning selection, Orientation of
influential individuals and Compatibility with personal characteristics) are quantitative
independent variables that directly affect the dependent variable which is the student's
decision to choose a university. The theoretical model test shows that the model
achieves compatibility with the data, the factors affecting the student's decision to
choose a university with 5 influencing factors from strong to weak as follows: about
the diversity and attractiveness of training, the characteristics of the university, the
ability to meet expectations after graduation, the factor of the school's communication
efforts university and university reputation factor.
In the research paper, "Factors affecting students' decision to choose a
vocational school by Nguyen Thi Bao Khuyen (2013), the author surveyed 242
students from the 1st to the 3rd year of 05 vocational schools. in the area of Ho Chi
Minh City. Through the results of testing the theoretical model, it shows that the
model achieves compatibility, the data of factors that strongly influence the student's
decision to choose a school include: Compatibility with personal characteristics,
School characteristics. Education, Future job opportunities, The diversity and
attractiveness of the training industry and the influence of society. The research model

explains 45.6% of the overall relationship of the above 5 factors with the dependent
variable that is the student's decision to choose a vocational school.
2.4 Propose research model and hypothesis
This study evaluates and analyzes the factors affecting the decision to choose
an English center of parents who are looking for an effective English training
environment. After reviewing and evaluating previous studies; The researcher
proposed research factors including the following five factors: Facilities, Brands,
Teachers, Tuition and Social factors; have an impact on Parents' selection of English
centers. The main variables are taken according to the study of Tran et al. (2020)
Propose research model:
Research hypothesis:
H1: Facilities affect Parents' selection of English centers
H2: Brands influence Parents' selection of English centers
H3: Teachers have an influence on Parents’ selection of English centers
H4: Tuition affects Parents’ selection of English centers
H5: Social factors influence Parents' selection of English centers
In which, the variables are determined through the following questions:
Table: Variables
Construct Encoding Question Source

Parents’
selection
of English
centers
PS1
You want your child to be able to
learn English to improve their English
ability
Tran D. & Ngoc D., N. &
Thai N., T. & Le D., B.
& Vo H., N. & Hoanh, L.
(2020). 'Factors
Affecting Parents’
Intention to Choose
English Centers: The
Role of STEM
Education'. Journal of
Multimedia Information
System. 7. 87-96.
10.33851/JMIS.2020.7.1.
87.
PS2
You want your child to get better
grades in English;
PS3
You want your child to have more
English knowledge needed for daily
life
Facilities
F1
You want your child to learn English
in an environment because it's cool
and fashionable
F2
in an environment with full facilities
F3
in an environment that applies new
and advanced technologies in teaching
Brands
B1
You come to the English center
because of the popularity of that brand
B2
You go to an English center because
of the loud advertising
B3
You find an English center because of
its value and popularity in your area
Teachers
T1 Friendly and kind English tutor
T2
English tutors have good knowledge
of English so they can teach your child
a sophisticated lesson

T3
Your child reflects positively on the
tutor
Tuition
TU1
When choosing a center, I care about
tuition fees
TU2 I don't like high cost centers
TU3
I always want the cost to be clear and
transparent
Social
factors
SF1
at a school because your friends are
studying there
SF2
You want your child to study English
at a tutoring school because you want
to be admired by friends and society
SF3
You receive advertising information
about excellent service quality

CHAPTER 4. RESEARCH DESIGN
3.1 Overview
The study was built and developed with the aim of providing a detailed
assessment of the reasons for parents' choice of an English center in Da Nang city.
The main method used in this study is the quantitative method. In which, quantitative
research provides assessments and determines the accuracy of the scale, accurately
identifies the factors affecting the intention to choose an English center through a
survey questionnaire and is measured. Measured by Likert scale 5. In addition,
quantitative research also provides objective evidence about the removal of
unnecessary factors and evaluation of meaningful factors from the research model.
The objective of the quantitative research method is to place an emphasis on numbers
and data in data collection and analysis. Data were collected from 200 samples; with
participants being parents who want their children to be able to take courses at English
centers in Da Nang City through convenient sampling and geography on the city scale.
3.2 Study participants
3.2.1 Population and Study Sample
The population of Da Nang according to the 2019 Census is about 1,134,310
people, of which the male population is 576,000 people (accounting for 50.7%) and
the female population is more than 558,000 people (accounting for 49.3%). After 10
years, the population size increased by more than 250,000 people, the average growth
rate was 2.45%. Population density is 1,160 people/km2, the percentage of households
with permanent and semi-permanent houses accounts for 99.5%, of which 99.6% in
urban areas; average size of 3.7 people/household. Thus, it can be concluded that the
majority of households have small children (Da Nang, 2020). From the total number
of samples, the researcher decides the target sample is 200 samples; was enough to
cover a sufficient number of samples to carry out the study.
3.2.2 Sample Size and Selection of Sample
The sample size in this study was about 200 study participants. The object of
the study are parents who have a need to find an English training environment in Da
Nang city. In which, all study participants want their children to study at an English
center in addition to the regular education program.

3.3 Questionnaire design
A questionnaire is designed with two main parts; including demographic
factors with assessment content on issues such as children's age, grade, objective
needs and some other information. The second part of the survey consisted of
questions about the needs and characteristics that they would like to have in an
English language center.
3.4 Data collection and encoding
After completing the research questionnaire, the research team built an online
survey form through the Google Form application. Then, the researcher proceeds to
transfer the link to the research subjects and conduct the survey. In addition, the
researcher also searched and printed hard copies to directly survey some customers
who came to the English center Victoria.
Construct Encoding Question
Parents’ selection of
English centers
PS1
You want your child to be able to learn English to improve
their English ability
PS2 You want your child to get better grades in English;
PS3
You want your child to have more English knowledge
needed for daily life
Facilities
F1
You want your child to learn English in an environment
because it's cool and fashionable
F2
You want your child to learn English in an environment
with full facilities
F3
You want your child to learn English in an environment that
applies new and advanced technologies in teaching
Brands B1
You come to the English center because of the popularity of
that brand

B2 You go to an English center because of the loud advertising
B3
You find an English center because of its value and
popularity in your area
Teachers
T1 Friendly and kind English tutor
T2
English tutors have good knowledge of English so they can
teach your child a sophisticated lesson
T3 Your child reflects positively on the tutor
Tuition
TU1 When choosing a center, I care about tuition fees
TU3 I always want the cost to be clear and transparent
Social factors
SF1
You want your child to learn English at a school because
your friends are studying there
SF2
You want your child to study English at a tutoring school
because you want to be admired by friends and society
SF3
You receive advertising information about excellent service
quality
3.5 Measures
The researcher measures the quantitative value of the variables through the
Likert 5 scale. In the simplest terms, when designing the questionnaire in which the
answers are coded as follows, it is a Likert scale with 5 Different levels; including
(1)Strongly Disagree, (2) Disagree, (3)Neutral, (4) Agre and (5) Strongly Agree.
Likert scale is commonly used in quantitative research and in the application of survey
forms. The Likert scale assumes that the intensity of an attitude is linear, that is, on a
continuum from strongly disagree to strongly agree, and makes the assumption that
attitudes can be measured (Joshi et al., 2015).

3.6 Research design and Procedures
Research design is used to help researchers carry out certain research methods;
consistent with research standards and norms to provide successful argumentative
analysis. The research topic is explained through research images: survey, analysis
and review, actual or semi-empirical experiment. The process of selecting the
research design of the researcher in accordance with the stated research objectives;
Not only successfully providing objective and accurate knowledge about the research
object, the research also builds a survey to ensure the research criteria: neutrality,
authenticity, validity and generalizability.
Neutrality: building assumptions about the data to be collected to satisfy
research needs. The results from the collection process are independent and objective;
and avoid conflicts in the process of research subjects answering survey questions.
Furthermore, the researcher needs to clearly understand the issues in the survey to
avoid collecting information that does not accurately reflect the characteristics of the
survey participants.
Reliability: study subjects were not limited to demographic issues such as age,
academic history, or educational outcomes. The completed research covers most of
the research issues through the research object.
Validity: the research methods implemented in the study have high accuracy
and have been proven in many previous research papers. The questionnaire was built
to most accurately reflect the characteristics of the research object.
Generality: the research results are aggregated and applied to any subjects
living in Da Nang in accordance with the research standards.
3.7 Data analysis
The database collected from the completed survey was analyzed through
descriptive statistics using SPSS software. The data from the questionnaire is
calculated to find the frequency of the information - mean, mode and standard
deviation. The researcher then runs the econometric model to conduct the analysis of
related factors.

CHAPTER 5: RESULTS AND FINDINGS
4.1. Statistical analysis to answer research questions/hypothesis
4.1.1. Demographics
Figure: Gender of respondents
Source: Author
Out of the total of 200 people interviewed, 123 were male (61.5%) and 77 were
female (38.5%). Thus, most of the interviewees are male
Figure: Income of respondents

Source: Author
Out of the total of 200 people interviewed, there are 67 people with income
from 10 to 15 million VND (accounting for 33.5%), 52 people with income from 15 to
20 million VND (accounting for 26%), 43 people with income from 20 - 25 million
VND (accounting for 21.5%) and 38 people with income over 25 million VND
(accounting for 19%)
4.1.2. Descriptive statistic
Table: Descriptive statistic
Descriptive Statistics
N Minimum Maximum Mean Std. Deviation
PS1 200 3 6 4,54 0,884
PS2 200 3 6 4,43 0,882
PS3 200 3 6 4,48 0,844
F1 200 3 6 4,57 1,096
F2 200 3 6 4,51 1,13
F3 200 3 6 4,26 1,104
B1 200 2 6 4,55 0,981
B2 200 2 6 4,41 0,983
B3 200 2 6 4,52 1,002
T1 200 3 6 4,5 0,924
T2 200 2 6 4,4 0,935
T3 200 2 6 4,62 0,866
TU1 200 3 6 4,58 1,122
TU2 200 3 6 4,45 1,146
TU3 200 3 6 4,45 1,124
SF1 200 2 6 4,5 0,845
SF2 200 3 6 4,69 0,804
SF3 200 2 6 4,58 0,916
Valid N
(listwise) 200

The research interview value of all questions is greater than 4. These results
show that most of the interviewers tend to favorably agree with these views.
4.2. Organize data in to tables and figures
4.2.1. Cronbach’s alpha
Cronbach's Alpha test is a test to analyse and evaluate the reliability of the scale.
The correlation coefficient of the total variable is the coefficient for the degree of
"linkage" between one observed variable in the factor and the other variables. It
reflects the degree of contribution to the conceptual value of the factor of a particular
observed variable (Bonett and Wright, 2014). The criterion to evaluate whether a
variable really contributes value to the factor or not is that the correlation coefficient
of the total variable must be greater than 0.3. If the observed variable has a total
correlation coefficient of less than 0.3, it must be excluded from the evaluation factor.
The purpose of this test is to find out whether the observed variables have the same
measure for a concept to be measured. Thereby, it is possible to eliminate
inappropriate variables in the research model (Kilic, 2016)
Table: Cronbach’s alpha of Parents’ selection of English centers
Reliability Statistics
Cronbach's Alpha N of Items
0,933 3
Item-Total Statistics
Scale Mean if
Item Deleted
Scale Variance if
Item Deleted
Corrected Item-
Total
Correlation
Cronbach's Alpha
if Item Deleted
PS1 6,9 2,689 0,878 0,891
PS2 7,02 2,728 0,862 0,904
PS3 6,97 2,873 0,849 0,914
Source: Author

The value of Cronbach's alpha of variable PS is 0.933, this value is greater than
0.6 and the value of Cronbach's Alpha if Item Deleted is smaller than Cronbach's
alpha, so the variables "Parents' selection of English centers" achieve reliability.
Table: Cronbach’s alpha of Facilities
0,102 3
Scale Mean if
Item Deleted
Scale Variance
if Item Deleted
Corrected Item-
Total
Correlation
Cronbach's
Alpha if Item
Deleted
F1 6,77 2,326 0,131 -,145a
F2 6,83 2,735 -0,012 0,23
F3 7,08 2,601 0,041 0,095
a The value is negative due to a negative average covariance among items. This
violates reliability model assumptions. You may want to check item codings.
The value of Cronbach's alpha of variable Facilities is 0.102, this value is less
than 0.6 and the value of Cronbach's Alpha if Item Deleted is smaller than Cronbach's
alpha, so the variables "Facilities" does not achieve reliability.
Table: Cronbach’s alpha of Brands
0,795 3
Scale Mean if
Item Deleted
Scale
Variance if
Corrected
Item-Total
Cronbach's
Alpha if Item

Item Deleted Correlation Deleted
B1 6,93 3,145 0,613 0,747
B2 7,07 2,98 0,676 0,68
B3 6,96 3,048 0,625 0,735
The value of Cronbach's alpha of variable “Brands” is 0.795, this value is less
alpha, so the variables "Facilities" achieve reliability.
Table: Cronbach’s alpha of Brands Teachers
0,819 3
Scale Mean if
Item Deleted
Scale Variance
if Item Deleted
Corrected
Item-Total
Correlation
Cronbach's
Alpha if Item
Deleted
T1 7,02 2,623 0,661 0,762
T2 7,12 2,572 0,67 0,753
T3 6,9 2,74 0,687 0,738
The value of Cronbach's alpha of variable “Teachers” is 0.819, this value is
greater than 0.6 and the value of Cronbach's Alpha if Item Deleted is smaller than
Cronbach's alpha, so the variables "Teachers" achieve reliability.
Table: Cronbach’s alpha of “Tuition”
0,024 3

Scale Mean if
Item Deleted
Scale
Variance if
Item Deleted
Corrected
Item-Total
Correlation
Cronbach's
Alpha if Item
Deleted
TU1 6,9 2,613 0,007 0,027
TU2 7,03 2,502 0,023 -,018a
TU3 7,03 2,622 0,004 0,037
a The value is negative due to a negative average covariance among
items. This violates reliability model assumptions. You may want to
check item codes.
The value of Cronbach's alpha of variable “Tuition” is 0.024, this value is less
alpha, so the variable "Tuition" does not achieve reliability.
Table: Cronbach’s alpha of “Social factors”
0,756 3
Scale Mean if
Item Deleted
Scale Variance
if Item Deleted
Corrected Item-
Total
Correlation
Cronbach's
Alpha if Item
Deleted
SF1 7,27 2,246 0,582 0,677
SF2 7,08 2,432 0,539 0,723
SF3 7,19 1,954 0,641 0,607
The value of Cronbach's alpha of variable “Social factors” is 0.756, this value
is greater than 0.6 and the value of Cronbach's Alpha if Item Deleted is smaller than
Cronbach's alpha, so the variables "Social factors" achieve reliability.

4.2.2. Exploratory factor analysis
Table: KMO and Bartlett's Test
KMO and Bartlett's Testa
Kaiser-Meyer-Olkin Measure of Sampling Adequacy. 0,804
Bartlett's Test of Sphericity Approx. Chi-Square 624,501
df 36
Sig. 0
a Based on correlations
Source: Author
KMO and Bartlett's Test is used to see if the observed variables in the factor
are correlated or not. The necessary condition for applying factor analysis is that the
observed variables reflecting different aspects of the same factor must be correlated
with each other. Therefore, if the test shows no statistical significance, then factor
analysis should not be applied to the variables under consideration. Bartlett's test has
statistical significance (sig Bartlett's Test < 0.05), showing that observed variables are
correlated with each other in the factor.
Table: Total variance explained
Source: Author

Eigenvalue is a com
m
only used criterion to determ
ine
the num
ber of factors in EFA analysis. W
ith this criterion,
only factors with Eigenvalue ≥ 1 are kept in the analytical
m
odel. The analysis results show that the independent
variables are divided into 3 different groups. Total Variance
Explained ≥ 50% shows that the EFA m
odel is suitable.
Considering the variation as 100%, this value shows how m
uch
% of the extracted factors are condensed and how m
any % of
the observed variables are lost.
Table: Rotated Component Matrix
Rotated Component Matrix
Raw Component
1 2 3
B1 0,765
B2 0,861
B3 0,82
T1 0,807
T2 0,764
T3 0,684
SF1 0,673
SF2 0,563
SF3 0,777
The results of exploratory factor analysis showed that the independent variables
were divided into 3 groups of factors: B (B1, B2, B3), T (T1, T2, T3) and SF (SF1,
SF2, SF3).
4.2.3. Regression results
Table: Model Summary

Model Summaryb
Model R R Square
Adjusted R
Square
Std. Error of
the Estimate
Durbin-
Watson
1 ,722a 0,521 0,514 0,57021 1,846
a Predictors: (Constant), SF, B, T
b Dependent Variable: PS
When running multivariate regression, an important parameter that you need to
check first is r squared (or r squared correction). It indicates the relevance of the
research model in the sense that the independent variables (factors) explain how much
percentage (%) of the dependent variable (factor) variation. The R-square value of the
regression model is 0.722, showing that the independent variables: Brand, Teachers
and Social factors can explain 72.2% of the variation of the dependent variable:
Parents' selection of English centers
Table: ANOVA table
ANOVAa
Model
Sum of
Squares df
Mean
Square F Sig.
1 Regression 69,327 3 23,109 71,073 ,000b
Residual 63,728 196 0,325
Total 133,056 199
a Dependent Variable: PS
b Predictors: (Constant), SF, B, T
Source: Author
Model F-test:
Ho: b1 = b2 = b3 = 0
H1: bj # 0
An F test is any statistical test in which the test statistic has an F distribution
under the null hypothesis. It is often used when comparing statistical models that have

been fitted to a data set, to determine the model that best fits the population from
which the data is sampled. The exact “F-test” mainly arises when models have been
fitted to the data using least squares. The P-value of the F-test of 0.00 indicates that
H0 is rejected and Ha is accepted. Therefore, the Model exists at least one explanatory
variable that affects the dependent variable
Table: Coefficient
Coefficientsa
Model
Unstandardized
Coefficients
Standardized
Coefficients t Sig.
B Std. Error Beta
1 (Constant) -0,121 0,25 -0,484 0,629
B 0,259 0,052 0,264 4,958 0
T 0,338 0,059 0,322 5,764 0
SF 0,422 0,067 0,362 6,301 0
a Dependent Variable: PS
Model T -test: Hypothesis:
Ho: bj = 0
H1: bj # 0
The T-test is used to check whether the explanatory variables in the model are
statistically significant. The P-values of all three variables are less than 0.05
significance level. Therefore, reject H0 and accept Ha. This means that all three
variables have a statistically significant effect on the dependent variable.
The regression coefficient of the variable “Brand” is 0.259, this value is greater
than 0 showing that “Brand” has a positive impact on “Parents’ selection of English
centers”. That is, when English centers increase Brand, parents' choices will also
increase and vice versa.
The regression coefficient of the variable “Teachers” is 0.338, this value is
greater than 0 showing that “Teachers” has a positive impact on “Parents’ selection of

English centers”. That is, when English centers increase Teacher's ability, parents'
choices will also increase and vice versa.
The regression coefficient of the variable “Social factors” is 0.338, this value is
greater than 0 showing that “Social factors” has a positive impact on “Parents’
selection of English centers”. That is, when English centers increase “Social factors”,
parents' choices will also increase and vice versa.

CHAPTER 6: DISCUSSION, CONCLUSIONS AND
RECOMMENDATIONS
6.1 Discussion
Currently, in Da Nang, the number of English centers has increased rapidly;
While many centers teach English for all ages, each center will have its own strengths,
but there are still centers that lack professionalism. Therefore, it is not easy to find a
reputable, quality and suitable English language center suitable for the needs of
learning English. Mestechkina, Son and Shin (2014) point out that there is a big gap
between today's generations of parents and their children; especially barriers of
learning environment and individual needs. Hoang (2020) pointed out that the demand
for English language learning among students today is increasing strongly; Sometimes
learning problems do not come from the children's wishes but from the pressure of
their parents. The investment in learning foreign languages, especially English for
children, is currently being valued in every family and school.
However, most parents are not satisfied with the results and foreign language
proficiency of their children despite the focus and investment. One of the common
reasons why children are weak in English that parents often mention is that they
themselves do not know English, do not know how to teach or tutor English for their
children, so they can only rely on teachers, grade school, or send their children to a
private tutoring center. Kalayc and Oz (2018) assess that although they invest a lot in
their children's English learning, many parents do not spend time supervising their
children's learning. The psychology of abandonment, dependence on teachers and
schools creates many consequences, which are not only costly and ineffective, but also
form negative psychology for both parents and children.
Vietnamese-English bilingual education at all levels of schools in Vietnam is
attracting a lot of attention from administrators, educators and parents. At most
primary schools in Vietnam, English is included in the curriculum from primary
school, even some schools have experimented with using English to teach some
subjects such as Math and Science from grade 1 to help guide students to learn more
about English. to bilingual education for children. This study was conducted at
Victoria English Center in Da Nang with the role of analyzing the factors affecting the

decision to choose for their children to study at a particular English center. This study
is based on a total research sample from 200 different parents; are enrolling their
children in classes at the Victoria English Center or are planning to explore a specific
English center. Parents' selection of English centers is analyzed based on five different
factors; including Facilities, Brands, Teachers, Tuition and Social factors. The results
of this study show that out of the above five factors, only three factors affect Parents'
selection of English centers; including Brands, Teachers and Social factors are
significant. Meanwhile, other factors like Facilities and Tuition have no impact on
Parents' selection of English centers.
Choosing a suitable program and English center is very important for children's
development in the path of learning English. Other psychological characteristics and
attention spans are different for each age group; just as often, parents seem to have
more concerns when choosing a suitable English center. Victoria English Center
mainly teaches and trains primary and secondary students; Characterized by being
very hyperactive, it is difficult to concentrate for a long time. Therefore, fun designed
learning programs will be more attractive and more effective. Choosing a suitable
English center depends on the decision of the parents more than the wishes of the
children. Nguyen et al. (2014) indicated that the programs are consistent with learning
goals and qualifications; as well as need to be able to perceive that different levels and
learning objectives will suit different curriculum. For children, the most perfect goal is
to build a foundation of natural English absorption like native children. But at the age
of 9-14, especially for children who are oriented to study abroad in the future, they
should be familiar with academic English. Nguyen et al. (2014) also pointed out that
the demand for learning English is continuously increasing at different ages; and with
children studying in primary school, this desire is even more increased in parents.
6.2 Conclusions
Nguyen, Nguyen and Dao (2020) pointed out that when choosing an English
center for children with friendly teachers and a positive learning environment,
children will feel excited when learning and love the English language. This is a
subject that will follow the children throughout their future study and work. If they
have an aversion to the subject from the very beginning, it will be difficult for children

to learn English well. In fact, many children are afraid to learn English because of
psychological pressure.
This study also shows that when choosing an English center for their children,
parents also pay much attention to the teacher factor. Parents rate teachers as friendly
and kind; good knowledge of English so they can teach your child a sophisticated
lesson and their children can be more excited to learn. Friendly instructors make
children comfortable in learning; as well as promoting the quality of children's
learning. Few parents think that teachers should also be the ones who spark their
passion, unleash their hidden strengths and keep their children motivated to learn.
Teachers who are successful in learning English, academically and professionally will
inspire, set a good example and help students build their own dreams. If the teacher is
seen as a guide, then the curriculum is considered a reliable companion, supporting
children to knowledge.
Children's learning curriculum, most importantly, must be vividly designed
with images and situations close to life so that children can easily associate and use
English most often. Highly qualified teachers are mandatory criteria for parents to pay
attention to. More and more English centers are established; resulting in a lack of
quality control. Many centers do not select teachers carefully, and teachers who are
not professional or experienced will not be able to help children learn correctly and
learn English well from the very beginning. Educational training must come from
many different factors, but there needs to be a very close relationship between parents
and the school. A quality center not only updates the children's learning situation
quickly and promptly, but also has a solid relationship to be able to overcome the
existing shortcomings, accompany parents to promote the advantages to build the best
learning platform for students. That is one of the necessary conditions and one of the
important criteria that parents cannot ignore in the handbook to choose an English
center for students.
Brands are another factor influencing parents in the decision-making process of
choosing the right English center. This study shows that the quality factor often
accompanies brands and parents often trust English language centers with established
reputation. They also believe that in positive learning environments, an English center

can help children confidently express their talents and promote their strengths. Also in
an environment with a good brand foundation, parents believe that teachers are more
than just evangelists. They are also the guides, companions and friends of the children
during the journey to conquer English. The children do not feel pressure to achieve,
heavy psychological pressure when studying at these English centers.
This study shows that parents choose an English center for their children based
on Social factors; and they expect their children to learn English at school because
their friends are studying there. Parents also receive advertising information about the
excellent service quality. The reviews and comments of students and other parents are
always objective feedback. When planning to send their children to a foreign language
center, parents need to consult with those who have studied there. They are people
who directly experience and know the benefits that the program at that English center
brings. Therefore, they will give parents the correct advice whether to choose that
center or not. If you want to find a place to learn English for children, parents should
ask other parents who have children studying here.
Their children's effective learning, remarkable progress and change proves that
it is a reputable and reliable English center that you can rest assured to choose.
Besides, parents should also directly talk in English with their children. Through the
vocabulary, creative thinking ability, and confident communication in English, parents
will consider enrolling their children there. The training effectiveness of the centers is
always proven by actual numbers. Quality English centers always list and update the
achievements of students and alumni on their information pages clearly. When
looking for an English center to study in Da Nang City, parents should absolutely not
ignore these details.
However, this study indicates that Tuition and Facilities are unlikely to be of
much help in motivating parents' choice decisions. Regarding tuition fees, most
families in Da Nang have a relatively high standard of living. Da Nang city is a city
that has developed into an international trade center, an attractive destination for
investors and tourists. Da Nang is a grade II city directly under Quang Nam province,
with a natural land area of 9,515 hectares; in which urban land accounts for 54%. First
of all, Da Nang city is the economic and tourist center of central Vietnam; with the

successful implementation of a breakthrough in the development of trade and service
industries, especially tourism. Accordingly, the added value of the service sector
increased by an average of 4.7% per year, making a positive contribution to the city's
economic growth. Tourism services are identified by the city as a spearhead economic
sector, focused on investment and development into a brand name and international
competitiveness.
For many consecutive years, the city's tourism industry has always attracted
millions of domestic and international tourists, with an average increase of 10.2% per
year; revenue from accommodation and travel services increased by 7.5%/year on
average, reaching over 7.5 million visitors/year. Commercial services maintain stable
growth, not only to meet the increasing and diverse consumption needs of the people
but also for export. In 5 years, the city's export turnover of goods is about over 1
billion USD/year (in 2019, this figure is 1.6 billion USD, an increase of more than
5%/year). Other service industries such as seaports, shipping and information
technology are also invested by the city to diversify and improve quality.
Therefore, basically, the cost factor may not really be too important an issue for
choosing an effective English center. Facilities availability and branch ownership
were also not seen as a determining factor in the selection process. When parents
come to the English center, they basically have a deep awareness of the current state
of teaching and training quality through social factors. One of the other reasons is the
language barrier when most parents do not really have an effective English
background to be able to fully appreciate the quality of the curriculum and learning
programs for their children. Or some people reflect that reputable English centers
often invest in modern facilities to effectively support English learning. Facilities here
include rooms and equipment to support English learning; and this is considered a
mandatory factor rather than a choice. Classrooms have an important impact on
inspiration in the learning process and a spacious, airy classroom with a focus on
design will create excitement for learners. Most parents survey a number of English
centers before choosing; and the criterion of facilities and infrastructure is more
imperative than determining factors.

6.3 Recommendations for your placement organization
The purpose of children's English learning is gradually being positively
changed day by day. Learning English is no longer just to get high scores in tests but
to communicate well, find opportunities to study, work and settle in international
environments. It is thanks to the active and professional support of English centers
that help everyone gain more knowledge to prepare their own dream-conquering
luggage. This study shows that Brands, Teachers and Social factors influence the need
to find an English center for their children. Therefore, English language centers need
to promote brand quality, quality of lecturers and invest in social factors channels.
6.4. Limitations
The study has shown a number of factors affecting the parents' decision to
choose an English center. However, due to limited time, there are still many
limitations such as: The sample size is small because only parents of students who
have been and are studying at Victoria English center can be interviewed. New
research only evaluates a number of factors affecting the choice of an English center,
in addition, there are many other factors that can determine the choice of parents.
6.5.Recommendations for future research
Each region has different characteristics of choice decisions. Therefore, in the
coming time, the author can conduct other studies in some neighboring areas and learn
more about other studies to be able to analyze in detail and more fully about the
selection decision. Choose your parents' English center.

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Appendix
Questionnaire
Construct Encoding Question
1 -
Strongly
disagree
2 -
Disagree
3 -
Neutral
4 -
Agree
5 -
Strongly
agree
Parents’
selection of
English
centers
PS1
You want your child to be
able to learn English to
improve their English ability
PS2
You want your child to get
better grades in English;
PS3
You want your child to have
more English knowledge
needed for daily life
Facilities
F1
You want your child to learn
English in an environment
because it's cool and
fashionable
F2
with full facilities
F3
that applies new and
advanced technologies in
teaching
Brands B1 You come to the English

center because of the
popularity of that brand
B2
You go to an English center
because of the loud
advertising
B3
You find an English center
because of its value and
popularity in your area
Teachers
T1
Friendly and kind English
tutor
T2
English tutors have good
knowledge of English so
they can teach your child a
sophisticated lesson
T3
Your child reflects positively
on the tutor
Tuition
TU1
When choosing a center, I
care about tuition fees
TU3
I always want the cost to be
clear and transparent
Social factors
SF1
English at a school because
your friends are studying
there
SF2
You want your child to
study English at a tutoring

school because you want to
be admired by friends and
society
SF3
You receive advertising
information about excellent
service quality
Source: Cha and Mongkolhutthi (2017); Mawene and Bal (2018); Rembielak,
Rashid and Parlińska (2020); and Tran et al., (2020)

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