HANOI UNIVERSITY OF BUSINESS AND TECHNOLOGY

FACULTY OF ENGLISH LANGUAGE STUDIES

 

GRADUATION PAPER

A STUDY ON JOB ORIENTATION AFTER GRADUATION

OF THE 23RD COURSE STUDENTS
IN FACULTY OF ENGLISH LANGUAGE STUDIES
AT HANOI UNIVERSITY OF BUSINESS AND TECHNOLOGY

NGHIÊN CỨU VỀ ĐỊNH HƯỚNG VIỆC LÀM

SAU KHI TỐT NGHIỆP CỦA SINH VIÊN KHÓA 23
NGÀNH NGÔN NGỮ ANH
TRƯỜNG ĐẠI HỌC KINH DOANH VÀ CÔNG NGHỆ HÀ NỘI

HANOI, 2022
 HANOI UNIVERSITY OF BUSINESS AND TECHNOLOGY
FACULTY OF ENGLISH LANGUAGE STUDIES
 

GRADUATION PAPER

A STUDY ON JOB ORIENTATION AFTER GRADUATION

OF THE 23RD COURSE STUDENTS
IN FACULTY OF ENGLISH LANGUAGE STUDIES
AT HANOI UNIVERSITY OF BUSINESS AND TECHNOLOGY

NGHIÊN CỨU VỀ ĐỊNH HƯỚNG VIỆC LÀM

SAU KHI TỐT NGHIỆP CỦA SINH VIÊN KHÓA 23
NGÀNH NGÔN NGỮ ANH
TRƯỜNG ĐẠI HỌC KINH DOANH VÀ CÔNG NGHỆ HÀ NỘI

Field: English Language

Course: English Language Studies
Supervisor:

HANOI, 2022
 CERTIFICATE OF ORIGINALITY
I, the undersigned, hereby certify my authorship of the study project
report entitled “A study on job orientation after graduation of the 23rd
course students in Faculty of English Language Studies at Hanoi
University of Business and Technology” submitted in partial fulfillment of
the requirements for the degree of Bachelor of English language. Except for
the indicated reference, no other person’s work has been used without due
acknowledgement in the text of the thesis.
Hanoi, 2022

Approved by
SUPERVISOR

(Signature and full name)

Date: ………………….

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 ACKNOWLEDGEMENTS

I would like to express my sincere gratitude to all the individuals who

have contributed and given their opinions to improve this graduation paper.
First of all, I am very grateful to my supervisor - ……..for patiently
guiding me and always helping me throughout the research process. I am
extremely happy to have the opportunity to study with an excellent supervisor
like Ms. Ha.
A special message of my warmest appreciation from the bottom of my
heart is sent to all the talented teachers and professors in the Faculty of
English Language Studies. I wish the teachers good health to continue their
career of cultivating people, guiding the next generations of students, will
always maintain the prestige of the faculty as well as improve and enhance
the position of HUBT for education in the country.
Next, it is impossible not to mention the dear friends who were by my
side and helped me during my study. Thank you to all the students in the 23 rd
course in Faculty of English Language Studies at my school for helping me
with the survey.
Last but not least, all my thanks are for the sacrifices of my family who
have always encouraged me to complete this study.

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 TABLE OF CONTENTS

CERTIFICATE OF ORIGINALITY.................................................................i

ACKNOWLEDGEMENTS..............................................................................ii

TABLE OF CONTENTS.................................................................................iii

ABSTRACT......................................................................................................v

LIST OF ABBRIVIATION.............................................................................vi

PART A: INTRODUCTION.............................................................................1

1. Rationale for the study...............................................................................1

2. Aims and objectives of the study...............................................................2

3. Research questions.....................................................................................2

4. Scope of the study......................................................................................2

5. Design of the study.....................................................................................3

PART B: DEVELOPMENT.............................................................................4

1. Data collection............................................................................................4

1.1. Theoretical basis...................................................................................4

1.1.1. Definition of job, job orientation and English language study......4

1.1.2. Target groups.................................................................................4

1.1.3. The important role of job orientation............................................5

1.2. Methods of data collection...................................................................6

1.2.1. Use references................................................................................6

1.2.2. Use the results from actual survey.................................................6

2. Data analysis..............................................................................................6

2.1. Research setting...................................................................................6

2.1.1. Location and background:.............................................................6

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 2.1.2. Data collection tools:.....................................................................7

2.2. Job orientation of English language studies students...........................7

2.2.1. Pedagogy........................................................................................8

2.2.2. Professional translators.................................................................8

2.2.3. Business..........................................................................................9

2.2.4. The professions use English as a tool............................................9

2.3. Data analysis......................................................................................10

2.4. Conditions affecting student’s orientation.........................................14

2.4.1. Learning environment - school influence....................................14

2.4.2. Family..........................................................................................15

2.4.3. Society..........................................................................................16

2.4.4. Individuals....................................................................................17

3. Suggestions to have the right job orientation...........................................18

4. Result, Remark.........................................................................................19

4.1. Result..................................................................................................19

4.2. Remark...............................................................................................20

PART C: CONCLUSION..............................................................................22

1. Recapitulation...........................................................................................22

2. Limitation of the study.............................................................................23

3. Suggestion for further study.....................................................................23

REFERENCES................................................................................................vii

APPENDIX.....................................................................................................vii

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 ABSTRACT
Job orientation after graduation is extremely important for final year
students at colleges and universities. This paper is a scientific research on job
orientation after graduation of the 23rd-course students of English language at
HUBT. The study aims to provide the basic concepts of English language
study, job opportunities and career guidance of this course. The obtained
product is the answer to the main question: what is the main orientation of the
23rd course students at HUBT? The study was carried out because of the
importance of job orientation, especially the necessity for university
graduates. The purpose of this study is to answer questions about job trends
for those who study English, the research for HUBT scope. Research methods
to complete this graduation paper are data collection and analysis by survey
questionnaire. The results of this study have shown that the majority of job
orientation of students are teachers at English centers, with 50.8% of the total
of 295 students participating in the survey. Based on these results, it is shown
that after completing 4 years of university studies, the students of the 23rd
course of Faculty of English Language Studies at HUBT mostly love to work
in pedagogy. The advantage of job research is that it helps learners to realize
their own personal orientation when they have acquired the sufficient amount
of knowledge at the university.

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 LIST OF ABBRIVIATION
HUBT – Hanoi University of Business and Technology

6
 PART A: INTRODUCTION
1. Rationale for the study
After completing a bachelor's degree program at a university, some
students will immediately enter the labor market or some will continue to
study postgraduate training programs. Making the right choices for the future
is something that takes time, especially for students who are about to graduate
and prepare for life. To go in a certain direction, each learner himself must
have his own personal orientation right from the time he is sitting in school.
Job orientation appears and gives learners an overview, answers basic
questions and gives answers on issues of interest like ability, hobbies, family
conditions, job opportunities, future income, etc. These questions are the
primary concern that no student does not think about.
Dang Danh Anh, in his article in the Journal of Educational
Development, issue 4 (64), mentions issues related to job research and career
orientation. Author Nguyen Tien Dat (2004) also affirms that research on job
orientation is the practical research that gives a clear insight into the thoughts
and psychology of graduating students. As a result, this research brings great
value not only to individual students. This is a study with a practical view,
which hopefully one day will be a contributing document in education,
training and the field of labor market in Vietnam.
Recognizing the importance of job orientation and seeing that the
number of students of English language studies in Vietnam’s universities is
very large and each student has their own study and living conditions.
Therefore, the employment orientation of each individual is unique. Within
the scope of HUBT's, there are currently 342 students of the 23rd course who
are eligible to defend their graduation paper, that is, more than 300 students
become new bachelors. So, what are future graduates thinking? Do they have
a specific job orientation in the near future? This interesting topic leads to the
researcher’s decision to write about it in more detail in her graduation paper
7
titled ‘A study on job orientation after graduation of the 23 rd course
students in Faculty of English Language Studies at Hanoi University of
Business and Technology’.
The main reason this study was conducted is to provide concise and
easy-to-understand answers to the research questions of the paper. From
there, we will consider thinking and find out the factors affecting the students’
thinking. Finally, the study will provide specific statistics on the percentage of
job orientation for English language students of the 23 rd course at HUBT and
suggest some ways to have the right job orientation. Conclusions and
suggestions from this study will provide useful information for future studies.
It is knowledge about job orientation, career for English language students,
especially the field of interest and most suitable for students in Faculty of
English Language Studies who are going to graduate from HUBT.
2. Aims and objectives of the study
The study aims to learn about the concept of employment orientation
and the role of employment orientation and then answer the research
questions posed in general. Moreover, it is carried out to do the research on
the current situation of job orientation after graduation of the 23rd course
students of Faculty of English Language Studies at HUBT. It also analyses
the factors affecting students' job selection orientation after graduation and
the differences in the students' job orientation.
3. Research questions
This thesis aims to answer the following questions:
- What do students of the 23rd Course in Faculty of English Language
Studies at HUBT plan to do after graduation?
- What jobs are most oriented by the 23rd Course in Faculty of English
Language Studies at HUBT?
- What should students do to have the right job orientation?
4. Scope of the study

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 - The object of the study is the student's job orientation after
graduation.
- Research subjects: 342 students of the 23rd Course in Faculty of
English Language Studies at HUBT.
- Time: from February 2022 to June 2022.
- Sources of documents: Graduation papers with the same topic have
been published from previous years and students’ survey.
5. Design of the study
Part A: Introduction - introduces the rationale, purpose, object, scope,
and design of the study.
Part B: Development
1. Material collection – learns about the concept of job, job orientation
and its roles in life, English majors and target groups that need job
orientation.
2. Data/Material analysis – indicates methods, research setting, data
collection instruments and data analyses.
3. Results, remarks – provide key information about the employment
orientation of English language students and suggest ideas to help graduating
students choose the right career direction.
Part C: Conclusion - summarizes the main points of the study, the
remaining limitations, and makes suggestions for the further research.

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 PART B: DEVELOPMENT

1. Data collection
1.1. Theoretical basis
1.1.1. Definition of job, job orientation and English language study
According to the International Labor Organization (ILO), the concept
of job is analyzed into two categories: paid (employee, apprentice ...) and
unpaid but still earning (economic owner...). Therefore, job is considered a
useful activity that is not prohibited by law from earning income in money (or
in any kind).
According to the author Dang Danh Anh, “Job orientation is an
activity of pedagogical collectives, officials of different agencies and
factories, conducted with the aim of helping students choose the right career
in accordance with their abilities, interests, and individual physical and
psychological conditions with the human resource needs of the society. Job
orientation is an integral part of the educational-learning process in
schools.”
English language study is the study of languages, learning methods and
proficient application of English skills (listening, speaking, reading, and
writing) in areas of life such as: cultural, economic, commercial, touristic
diplomacy... through communication or in writing. In addition, learning
English also provides students with extensive knowledge about people,
economy, and culture in many ethnic countries that use English.
1.1.2. Target groups
Job orientation depends on the age, experience and different
circumstances of each target group. Each target group has its own ways of
implementing key goals. Therefore, the target groups that need job orientation
are extremely diverse. Here are the 3 most basic groups of objects,
specifically summarized as follows:

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 The first group includes high school students for whom the job
orientation is really necessary. It can be divided into 2 subgroups: students
who want to join the workforce soon after they leave their high school and
students who are eligible to continue their studies to higher levels of study.
The second group consists of young people who have not received
vocational training and no longer attend school. They may be young farmers
participating in local agricultural production; young workers at factories or
companies and those without a stable job.
The third group has students studying at vocational training schools.
Even though they have studied a specific profession, this group still needs the
necessary motivation in job orientation, thereby enhancing the professional
level and ensuring the rights of the trained before inappropriate training
programs.
1.1.3. The important role of job orientation
Job orientation is an integral part of the educational-learning process in
schools. According to the Song Doi blog, the role of job orientation can be
summarized by the following main ideas:
- Identify career direction and goals: Job orientation helps each
individual define their career scope and working environment.
- Create a better quality of life: Job orientation helps to realize personal
abilities, interests, find a career option that matches a person’s personality,
have a satisfactory income level and have the opportunity to develop in the
future.
- Increase work efficiency: when employees know well about the work
they love, this will arouse passion, help them always have a good spirit to
successfully complete the work.
- Limit future risks: Good job orientation certainly helps limit future
risks at work such as quitting job, working outside job, doing different jobs or
even being unemployed.

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 - Help the country develop socio-economically: Job orientation raises
awareness of employment and career development opportunities will help
workers get a job with an ideal income. Consequently, labor productivity can
increase, and the whole economy can gradually develop and the life quality of
the society can improve.
In summary, job orientation is one of the most important factors
determining future success. With the right orientation, each individual will
promote his or her abilities, access to the right job and then life will become
easier.
1.2. Methods of data collection
1.2.1. Use references
According to the theory written in the book "Methodology of Scientific
Research" by author Vu Cao Dam, it can be affirmed that the research
methods used in this Graduation Paper are a combination of many different
sources. Reference sources include reference books, scientific articles,
educational materials and websites related to English language study, job
orientation and career guidance. Also, she reads previous essays published
with background knowledge about work, how to choose the right job after
graduation for more data.
1.2.2. Use the results from actual survey
Data for the research were also collected from a survey questionnaire
which was conducted with 342 4th-year English majors at HUBT to
determine their views, attitudes, and assessments about job search and
orientation problems they encounter when they were preparing themselves
with their future career. The survey also asked them to give their thoughts on
factors influencing their career choice and then list some career guidance
advice for them to make the suitable choice for themselves.
2. Data analysis
2.1. Research setting
2.1.1. Location and background:
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 The research was conducted at HUBT with the interviews that took
place on May 15, 2022 on job orientation after graduation, and received
responses from 295 students in 14 classes of TA23.01; TA23.02; TA23.03;
TA23.04; TA 23.05; TA23.06; TA23.07; TA23.08; TA23.09; TA23.10;
TA23.13; TA23.14; TA23.16 and TA23.17. The students of the 23rd Course in
Faculty of English Language Studies have completed the internship report,
have registered the title of the graduation paper topic and are preparing for the
graduation paper defense period as a condition for graduation.
2.1.2. Data collection tools:
The researcher used in-depth unstructured interviews with random
research subjects. Each interview has exchanged, chatted and directly asked
questions so that the participants can freely share their opinions and personal
views related to the research topic. Based on the suggestion tool from
Livecareer.com, the survey on career self-direction of HUBT students is
carried out according to the steps below:
Step 1: general introduction of the purpose of the interview and the
interviewer
Step 2: exchange and get to know the interviewee
Step 3: an introduction to the structure of questions that will be asked in
the interview
Step 4: conduct interviews with research subjects
Step 5: end the interview and thank the interviewee
Besides, the researcher used a questionnaire survey. The study
collected quantitative information on a large scale, using a prepared survey
questionnaire to collect information from research subjects. The questions
have available answers and more open options for respondents to share and
explain more about their opinions. The questionnaire is prepared and sent to
the research subjects for the answers through an online survey.
2.2. Job orientation of English language studies students

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 In the current situation of global integration and internationalization,
English is the language that occupies a very important position in resumes as
well as applications in life. English language appears in many fields such as
economy, society, foreign language pedagogy, marketing, information
technology, finance and banking and many others. Therefore, this is an
opportunity to work and interact with the outside world for English language
users. This is really a promising field of study with many job orientations,
specifically as follows:
2.2.1. Pedagogy
English language students study different subjects related to pedagogy,
including foreign language theory, English teaching methods, language
testing and assessment, technology in teaching, psychology in teaching,
design and construction in teaching. When having orientation to study this
major, besides knowledge of English such as vocabulary, grammar for
teaching needs, Bachelors of English languages will learn and study in-depth
professional, major, standard professional ethics in pedagogy for teaching. In
short, being an English teacher. English language students can work as
teachers, lecturers or teaching assistants to impart knowledge of English at
primary levels, middle schools, high schools, vocational classrooms,
pedagogical schools, English pedagogical departments at colleges and
universities, English language centers according to regulations issued by the
Department or the Ministry of Education and Training.
2.2.2. Professional translators
Outstanding subjects of English translation and interpretation are
English phonetics and phonology, introduction to linguistics, comparative
linguistics, translation theory, legal translation, international negotiation,
intercultural communication, and English journalism style and so on. Thus,
English language students are guaranteed to use natural forms in the target
language to accurately express the meaning of the source language. Students
gain in-depth knowledge of translation and interpretation techniques, specific
14
grammar in the field of translation, basic terms of specialized fields. If they
are people who are both fluent in English and Vietnamese style, surely there
will be many agencies and organizations willing to work with English -
Vietnamese interpreters with a desirable income. For a good professional
translator, opportunities to hold key positions at publishers, translation
companies are huge, or work in institutions, corporations, governmental and
non-governmental organizations, diplomatic corps, or become a reporter, an
international editor, a freelance translator.
2.2.3. Business
Students can choose to work in business major - commerce, a branch of
English language that provides students with a general knowledge of English,
language skills in business communication situations. Students will study
specific subjects: business communication, office English, specialized
knowledge of transactions, operating in the business. Job opportunities for
English language students in business - commerce are very open, graduates of
this industry can work as business English interpreter, assistant, director
secretary, import-export specialist, salesman, or specialist at agencies,
corporations, diplomatic corps or foreign companies that have relations with
English-speaking countries.
2.2.4. The professions use English as a tool
To develop the national economy, the country always expects that
human resources must possess the indispensable skill of being able to
cooperate effectively with each other without being hindered by the language
factors. That is why English skills become the key to solving problems. In
large companies, reputable enterprises as well as multinational corporations,
employers determine that English proficiency has become a requirement, not
just a useful skill. And not only big companies, to get a dream job anywhere,
candidates need to have a certain level of English, this is an effective support
tool to help improve career potential and professional development, become
an excellent person with outstanding foreign language ability. Therefore, with
15
the available strength in foreign languages, English language students only
need to study more professional skills to be able to do some jobs such as tour
guide, event organizer, content writer, course consultant, English tester, or
recruiting personnel or some other professions at foreign companies.
2.3. Data analysis
Diverse job opportunities give English students at HUBT a variety of
career options. Every profession involves the advantage of knowing English.
Depending on interests, abilities, factors affecting study and living life, the
career orientation of each student at the Faculty of English Language Studies
is different.
Percentage of job orientation of the 23rd-course students in Faculty of
English Language Studies at HUBT is shown in the graphs below.
Figure 2.1. The job options of the 23rd-course students in Faculty of
English Language Studies at HUBT

Looking at Figure 2.1, it can be seen that the majority of English major
students of the 23rd Course at HUBT choose to be teachers after graduation
(50.8%). 11.2% of them chose to work as translators, a difference of 1% with

16
this number choosing to continue their studies. The lowest rate is the choice
of interpreter with 5,1%. With other jobs accounting for a total of 22.7%.
Accounting for more than half of the students surveyed, being a teacher is
the predominant job orientation for the 23rd-course students in English major
at HUBT.
Figure 2.2. English teacher’s workplace

Analyzing students' choices by teaching profession, the chart shows the

percentage of workplaces chosen when working as a teacher.
The majority of students choose to work at English centers (60.7%).
The percentage of students who want to teach at primary and middle schools
is the same with 13.3%. This rate is lower than in high school with 8.7%. The
lowest is the orientation of teaching at universities, 4%. This result shows that
English majors at HUBT prefer to teach at centers rather than schools, or they
actually feel unqualified for these positions.
Figure 2.3. Other occupations

17
 Look at Figure 2.3. we know the proportion of other majors that the
students choose. The chart shows seven major industries that English
language students aspire to work in. Leading the way are secretary/ assistant
with 25.3%. The second highest rate is self-employed (17.9%). Next is the
tour guide profession, with the rate equal to the import-export specialist
industry at 15%. Sales jobs were lower with 13.4%. The content writer job
accounted for 8.9%. Selected by students with the lowest percentage is human
resources, accounting for 4.5%.
This result shows that other professions are also extremely attractive to
English language students. They love or feel capable of doing jobs related to
using English more often, such as secretarial work, assistant director. Majors
that use English less often also attract students, but with a low selection rate.
Figure 2.4. Continue learning

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 Figure 2.4. gives the percentage of students who want to continue their
studies or do study-related jobs. The highest rate with the orientation is to
continue studying for a second bachelor's degree (36.7%). The rate of
choosing postgraduate school (master's and doctorate) accounts for 30%. The
proportion of students working while studying is 20% and other vocational
certificates are 13.3%. The results show that the majority of students intend to
continue their studies to get a second bachelor's degree, with 10.4% of the
total number of English language students in the 23 rd Course at HUBT
choosing to continue studying, this number is not too large. (I am not very
clear about 10,4% mentioned in the description of Figure 2.4 on page 13.
Could you explain it?)
Table 2.1. Number of students surveyed

 Job orientations Number of students

English language center 91

Pedagogy  Primary school  20

Middle school 20

19
 High school 13

University 6

Translator  33
Professional translators
Interpreter 15

Postgraduate 9

Second Bachelor degree 11

Continuing studying
Working while studying 6

Vocational certificate 4

Secretary/assistant  17

Salesman 9

Self-employed  12

Other jobs Tour guide  10

Content writer 6

Import-export specialist 10

Human resources 3

Total 295 

Thus, the specific number of survey participants is 295 out of 342 who are
about to graduate from the 23rd Course in Faculty of English Language
Studies at HUBT.
2.4. Conditions affecting student’s orientation
2.4.1. Learning environment - school influence
At universities, the educational program directly affects the career
direction of students. The theory of the subjects, practical exercises and the
20
internship period play a role in determining the amount of knowledge of
students. The pedagogical impact of the school's curriculum is to help
students choose a career appropriately. In school, in addition to classroom
knowledge, each student must acquire information about careers in society,
grasp the system of requirements of each specific profession that he or she
wants to choose, and must have self-discipline skills compare their qualities,
psycho-physiological characteristics with the system of requirements of the
profession that is being put on employees. The job orientation of the school
plays a significant role in the choice of a student's future direction. Therefore,
the school needs to have career-oriented activities for students.
How do you know about conditions affecting student’s orientation and
suggestions for students to have the right job orientation?
The more universities and colleges promote job fair activities, the more
influence they have on learners' job orientation. The more promotional
activities, the more frequent, and the more diverse forms of organization will
increase the attractiveness of learners' career choices. The more attention the
school pays and the more career counseling activities are organized, the more
specific learners will be in their future orientation.
2.4.2. Family
Families are advisors to students' plans because they understand the
characteristics and qualities of their children more than anyone else.
Therefore, students' job orientation is greatly influenced by their families.
Parents influence their children through their education level orientation and
career field. Most parents attach great importance to the education of their
children. After finishing university, many parents expect their children to
continue to study further, wanting their children to have the highest
qualifications. Also, does the career have value and does the workplace meet
the needs, abilities, and aspirations of the children? This is the issue parents
are most concerned about. The reason for choosing a career field for children
is because parents want their children to have a stable job, a job with high
21
income and diverse job opportunities. However, this is similar to dominating
careers for their children.
On the other hand, family tradition has a significant influence on
employment orientation, this issue is always important to Vietnamese people
in particular and Eastern people in general. Fathers and mothers who want
their children to finish college will do the work given by the family's allowed
framework.
Although it may not be the right direction for their children, every
parent wants the best for their child. Therefore, students should consult their
families when they want to make a decision for their future. The advice and
comments from the predecessors are never superfluous. This avoids you from
deviating from your career direction.
2.4.3. Society
Social demand, also known as the labor market, is an ever-changing
factor. In a certain period, there will be some areas that need a lot of human
resources, but after a few years when the supply of human resources is too
large, it will lead to saturation and increase the risk of unemployment. After
leaving school, a whole future horizon is appearing before the students' eyes.
Society is developing, changing day by day, so it also greatly affects the
decision of each individual when graduating from school. Opportunities to
improve youth's knowledge and skills have never been more numerous than
they are now. Society requires young people to develop up to speed,
otherwise they will be eliminated quickly. What professions are "hot", are
making money, what should you do after graduating to have a source of
income without worrying about living expenses. What jobs are highly
economic, what are the job opportunities of that industry, are there
opportunities for advancement and learning different skills and experiences
and so on. All these things cause students to have many concerns.
Society is the leading factor that directly affects the future decision for
students. Therefore, learners need to find out information, consider the social
22
needs of each industry before choosing.
2.4.4. Individuals
The article on the website of the Vocational Education and Continuing
Education Center of Nha Be district talks about "Factors affecting career
orientation", in which the first core factor mentioned is the individual himself.
Each individual is the biggest factor determining the direction of employment
because no one knows you better than you. You, therefore, should consider
what the job requires, whether it fits what you want or not, what you love and
what you are passionate about before you make the final decision on your
career.
The next factor related to each individual which has been proven in
practice is capacity, the more capable you are, the greater the chance of
success. If your abilities are limited, you had better know how to measure
yourself to make the right career choice.
Qualities and personality will also affect career choice. Are you a
patient, restrained person or a quick-tempered person who easily loses the
temper? Virtues such as honesty, confidentiality, courage, carefulness,
meticulousness are also matters of concern. They can be strengths or
weaknesses when making job selection decisions. Each individual must know
what personality he or she has in order to aim for the right career.
Next is the issue of health to see whether the chosen profession is
suitable for your health or not. Each person must understand that problem so
as not to work too hard. Another personal issue is appearance. Jobs that
require good looks will often be suitable for people who know how to care
and have an attractive style. Everyone should consider this factor to be more
convenient in going to work in the future.
When deciding to choose a career, students need to know what their
talents are and whether they are suitable for the industry. Absolutely they
should not choose a career just to please someone, without passion or capacity
as this job will not be able to last long.
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3. Suggestions to have the right job orientation
Students after graduating from English language studies can do a lot of
different jobs. What are the measures to have a suitable career orientation?
There are many ways to choose the suitable orientation. Here are a few
typical suggestions for students to take into account while they are deciding
on their future career.
Suggestion 1: Define themselves
Different individuals possess very different talents and interests. This
leads to making different choices in a particular situation. Therefore, the
future career orientation should first take the lead of each person. Specifically,
when orienting their career, students need to carefully consider their interests,
personality, desires, passions as well as all other factors related to themselves.
Suggestion 2: Set goals
In order to have a reasonable job choice, students need to set specific
goals when orienting their career, which helps to balance, inspire and even
create joy for future work. They should think about their specific goals for
graduating from college such as completing a daily schedule, taking a new
skill course, getting their first job with a specific salary, etc.
Suggestion 3: Join the internship
It is a really good idea for the students to take part in an internship to
get a realistic view of the work. Internships help them experience a new
environment, help them no longer be surprised and have the opportunity to
get acquainted and experience soft skills in a collective working environment.
During the internship, students themselves will become more mature because
reality and theory are very different. When entering the internship
environment, students have the ability to choose what to learn and should
focus on, and what to ignore to develop a career. Therefore, it helps to choose
a future career better.
Suggestion 4: Mentally prepare for change

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 Students need to prepare their minds to change so that they don't feel
disappointed and confused. When choosing a job, everyone always wants it to
be a suitable job. However, fresh graduates need to learn and be willing to
experience something new and different. There is a fact that not every job is
right for anyone's goals so students should not be afraid to change.
Suggestion 5: Never stop learning
Researching and learning specialized knowledge as well as other new
topics will help each person develop more and more. When choosing a job,
students need to understand the professional knowledge of that job and be
able to complete the job. Continuous learning is an active activity that helps
people reduce mistakes and shortcomings in life. The ability to follow the
right career path is thanks to the knowledge we learn every day.
4. Result, Remark
4.1. Result
The development part of this graduation paper is divided into 3 main
parts: Theoretical basis, Data analysis and Result/Remark. To establish the
study, the contents developed in this study are logically presented by
category. The data collected from the survey are presented visually in the
form of charts and tables. The theory of the study closely follows the theory
of the topic: job research, job orientation after graduation, related to English
language major, and data collection methods. The study focused mainly on
the analysis of the data obtained as a percentage.
Part B has focused on completing the main task of answering 3
research questions that the topic has raised from the beginning: Question 1:
What do students of the 23rd Course in Faculty of English Language Studies at
HUBT plan to do after graduation? Question 2: What jobs are most oriented
by the 23rd Course in Faculty of English Language Studies at HUBT?
Question 3: What should student do to have the right job orientation?
There are 3 major groups for job orientation of English language
students: teaching, commerce and English as a tool. For HUBT, students who
25
participated in the survey actively provided information to analyze data for
research. In particular, the data shows that each job group is divided into
different specific types of work, from which the post-graduation job
orientation of students of 23rd Course of the Faculty of English Language
Studies is extremely diverse: 5 categories related to English pedagogy, 2
categories for professional translation, 4 categories for working while
studying and 7 categories for other occupations.
The highest rate is oriented to become a teacher at an English center
with 60.7%, the number is 91 students out of 150 students oriented to
pedagogy (50.8%).
The lowest rate is human resources orientation with 4.5%, only 3
students out of 67 students who choose to do other jobs (22.7%).
In general, the second chapter of this thesis has created the most
general and objective view of the job orientation of the 23 rd - course students
in Faculty of English Language Studies at HUBT.
4.2. Remark
At the regular Government meeting in May 2022 on June 4, Prime
Minister Pham Minh Chinh chaired a meeting to discuss the socio-economic
situation in May and the first five months of 2022. Accordingly, in the context
of the world situation continues to develop complicatedly and unpredictably,
the Russian-Ukrainian conflict has not shown any signs of cooling down;
many major and important events in the country are taking place with
excitement and quality. The socio-economic situation in May and 5 months
achieved many positive results. External activities have been implemented
actively, smoothly and effectively. (Ho Chi Minh City Law Newspaper,
Vietnam News Agency, June 4, 2022; at 15:44)
According to the assessment of Nikkei (Japan), the index of recovery
after the COVID-19 pandemic, Vietnam increased from 48th to 14th place in
the world. The positive recovery of the economy is a good sign for the
comprehensive development of the country. Faced with the task of
26
maintaining economic stability and ensuring the effective implementation of
key state policies, difficulties and challenges are opened up. The changing
social situation has strongly affected the labor market, affecting employment
issues.
Among related problems, the issue of job orientation for students is
strongly influenced by the social situation. The most obvious change is
among students at universities, especially those preparing to graduate. In the
current period, learners must consider and orient their career early because it
is necessary since they are still in school. Career orientation creates an
important turning point and has a great influence on the future of each person.
A long process to learn, discover and research will tell us the very
urgent problem of job orientation. And besides socio-economic factors,
factors affecting employment orientation are extremely diverse. The factors
that have been given by this study include: learning environment, school
knowledge, family, self and society.
Students of the 23rd Course in Faculty of English Language Studies at
HUBT as well as many other students in Vietnam, the factors outlined in the
research will partly be the basis for students to self-orient their jobs after
graduation.

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 PART C: CONCLUSION
1. Recapitulation
The study has shown the employment orientation rate of students in the
23rd classes of the Faculty of English Language Studies at HUBT. Job
orientations are divided into 4 charts by percentage and 1 table by specific
numbers. The tables shown are summaries of the results based on the answers
of 295 out of 342 students, the survey questionnaires have been recorded in
the appendix.
Graduates in this field have many directions. The obtained data
indicates that the teaching sector is the first choice. In pedagogy, the
workplace is divided into 5 main places: English center, primary school,
middle school, high school, college - university. The next orientation is 2
professional translation jobs: English - Vietnamese translator and interpreter.
The third orientation is study-related options, with 4 smaller categories:
graduate study (MSc, PhD); studying for a second bachelor's degree, working
while studying, studying for a vocational certificate. And the career-oriented
group of 7 main occupations that students are interested in are other jobs
related to English. These jobs include: secretary/assistant director, salesman,
self-employed, tour guide, content writer, import-export specialist, human
resources.
The study provides specific information and data, giving an overview
of the job orientation of English major in general, and 23 rd-course students at
HUBT in particular. The content presented is not personal assessment, does
not use arguments without evidence and brings conflicting opinions. All data
analyzed in this article are within the scope of scientific research. This paper
is the result obtained after the process of researching, discovering, observing,
researching and synthesizing analysis in a certain period of time.
The paper on the topic "A study on job orientation after graduation of the
23rd-course students in the Faculty of English Language Studies at Hanoi
University of Business and Technology" has scientific significance as well as
28
follows real life. Although the paper has many shortcomings, it ensures a
serious research process and the researcher hopes that it will be a good source
for those who are interested in the same topic as hers.
2. Limitation of the study
Although the research has certain strengths, typically research methods
include collecting, surveying and analyzing data, giving accurate and specific
information. However, besides that, the paper has shown that the study has
limitations in terms of research participants, time and ability to collect
information of the researcher. Other unexpected factors such as lack of tools,
references and accessible resources also create shortcomings for this scientific
product.
The researcher may find many shortcomings in herself while doing this
research. Experience in implementing survey questionnaires is still poor, and
many necessary scientific documents have not been found. The researcher
cannot conduct other professional research methods such as hypothesis
reasoning to obtain more reliable results.
The survey's scale is not large enough, only conducted with more than
80% of English majors in the 23rd class at HUBT, so the results may not be
generalizable.
This topic points out the employment orientations after graduation of
HUBT students and the factors affecting those orientations, although specific
options have been given, the researcher has not given an in-depth insight
about students’ psychology, why students choose that job.
3. Suggestion for further study
To achieve better results in future studies, the researcher should invite
more participants and use more data collection methods. In addition to using a
survey questionnaire, interviews and observation are required to reach more
persuasive conclusions. Overall, despite the study's limitations, the research
was completed under the supervision of the supervisor and through self-effort.
Any feedback and criticism will be greatly appreciated.
29
 REFERENCES
In Vietnamese
1. Báo Pháp luật Thành phố Hồ Chí Minh, Thông tấn xã Việt Nam (2022),
“Chính phủ họp thường kỳ tháng 5, tập trung thảo luận 3 nội dung quan
trọng”, 04/06/2022, từ https://baochinhphu.vn/chinh-phu-hop-phien-thuong-
ky-thang-5-tap-trung-thao-luan-3-noi-dung-quan-trong-
102220604084456857.htm
2. SONG DOI BLOG (2021), “Lợi ích và ý nghĩa của định hướng nghề
nghiệp”, 05/06/2022, từ https://songdoi.org/loi-ich-va-y-nghia-cua-viec-dinh-
huong-nghe-nghiep.html
3. Đặng Danh Ánh (2010). Giáo dục hướng nghiệp ở Việt Nam. Hà Nội:
NXB Văn hóa thông tin.
4. Nguyễn Tiến Đạt (2004). Các thuật ngữ “nghề”, “nghề nghiệp”,
“chuyên nghiệp” và “nghề đào tạo” trong giáo dục. Tạp chí Phát triển giáo
dục, số 4 (64), tr.16-18.
5. Trung tâm giáo dục thường xuyên huyện Nhà Bè (2021) “Những yếu tố
ảnh hưởng đến việc định hướng nghề nghiệp”, 17/06/2022, từ
http://ttdnnhabe.edu.vn/vi/news/huong-nghiep-viec-lam/nhung-yeu-to-anh-
huong-den-viec-dinh-huong-nghe-nghiep-69.html
6. Vũ Cao Đàm (2005), Phương pháp luận nghiên cứu khoa học. Nhà xuất
bản Khoa học và Kỹ thuật, Hà Nội (In lần thứ 12)
In English
7. ILO (1988), Current International Recommendations on Labour
Statistics, Edition, ILO, Geneva, pg. 47.
8. Live Career Staff Writer (2015), “Online Career Assessment Tools
Review for Job-Seekers, Career-Seekers”, 14/06/2022, from
https://www.livecareer.com/resources/jobs/search/career-assessment
9. Nikkei Japan (2022), “Vietnam increased from 48th to 14th place in the
world.”, June 4 2022, from https://en.vietnamplus.vn/vietnam-jumps-up-
30
covid19-recovery-index-nikkei-asia/229659.vnp

31
 APPENDIX
I am ………., a student from class …………. in HUBT. I am
conducting this survey in the hope of finding out what you guys think about
job orientation after graduation at university. I promise the privacy will be
kept and the data collected is only for the study. Please choose the most
appropriate answer in the questionnaire below. Thank you for your
cooperation!
QUESTIONAIRE
1. What is your favorite English major?
(a) English language teaching education
(b) Business English
(c) Other:
…………………………………………………………………
2. What is your job orientation after graduation from HUBT?
(a) An English teacher
(b) A translator
(c) An interpreter
(d) Continue learning
(e) Other jobs
3. What is the most important factor to you when choosing a job?
(a) School knowledge
(b) Society
(c) Individual
(d) Family
4. Where do you want to work? (If question 2 you choose (a))
(a) English language center
(b) Primary school
(c) Middle school
(d) High school
(e) College/university
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5. What other job would you choose? (If question 2 you choose (d))
(a) A secretary/assistant
(b) A salesman
(c) A self-employed person
(d) A tour guide
(e) A content writer
(f) An import-export specialist
6. What is your option if you continue studying?
(a) Study for postgraduate degree
(b) Study the 2nd Bachelor degree
(c) Study for a vocational certificate
(d) Work while studying
7. Can you recommend some suggestions to have a good job orientation?
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………

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