1

MINISTRY OF EDUCATION AND TRAINING

HO CHI MINH CITY OPEN UNIVERSITY

TOPIC OF SCIENTIFIC RESEARCH METHODOLOGY

WHAT FACCTORS PRIMARILY IMPACT THE

CAREES CHOICES OF STUDENTS MAJORING IN
ENGLIHI AT HCM CITY OPEN UNIVERSITY

Faculty: Foreign languages

Students:

1.Văn Thị Thùy Trâm - 2157010780

2. Nguyễn Thị Nhã Thơ - 2157010673

3. Đỗ Cao Bảo Trân - 2157010782

4. Phạm Ngọc Nhị - 2157010512

5. Trần Anh Thư - 2157010724

Supervisor: Trần Thị Diệu Long

Ho Chi Minh City, August 2023.

 2

Contents
I. ABSTRACT.................................................................................................3
II. INTRODUCTION........................................................................................4
III. LITERATURE REVIEW............................................................................4
A. DEFINITION OF TERMS.......................................................................4
1. Career orientation..................................................................................4
2. Career Choice........................................................................................5
3. The effect of parents.............................................................................5
4. Peer influence........................................................................................5
5. Economic consideration........................................................................5
6. Self-interest...........................................................................................6
7. Self-efficacy..........................................................................................6
8. Growth opportunities............................................................................6
B. FACTORS AFFECTING STUDENT’S CAREER CHOISES................6
1. External factors.....................................................................................6
2. Internal factors......................................................................................8
IV. METHODOLOGY....................................................................................10
A. PEDAGOGICAL SETTINGS AND PARTICIPANTS.........................10
B. RESEARCH DESIGN...........................................................................11
C. PROCEDURE........................................................................................11
D. ANNALYSIS AND DATA COLLECTION.........................................11
V. DISCUSSION:............................................................................................18
VI. BIBLIOGRAPHY.....................................................................................20
VII. CONCLUSION:.....................................................................................20
 3

I. ABSTRACT
This primary research renders the current backdrop of the study on the key
variables influencing students' career decisions to guide students with appropriate
career orientation and help them be well-prepared for their future career resolution to
satisfy all about their personality and the societal demands for human resources. In the
explicit exposition, students' job decisions are derived from three internal factors:
personal interest, self-efficacy, and growth opportunities and three external influences,
including the effects of parents, peer influence, and economic consideration. The
research had been conducted on English students at the Ho Chi Minh City Open
University. Data collection was conducted via questionnaire and employed the
quantitative research technique to examine. Thence a discussion based on the learned
insights and a broader view is presented for a better future of students’ career
orientation in Vietnam.
 4

II. INTRODUCTION
Career choice plays an important role in determining each individual's success
and development orientation. In research praxis, some authors have raised issues
concerning young people's career orientation, significantly in undergraduates. Career
choice has a consequential weightiness for not only individuals but the pre-eminence
of human resources. Each individual will maximize their competence and devocation
in work to achieve the highest work efficiency if they have the right vocational
guidance. After finalizing the training program at the educational institutions
demonstrate, almost all graduates have a strong desire to have a good employment
opportunity that is congenial to them regarding the capability and aspirations of
themselves and their families. The selection of majors before gaining admission to the
university and completing its educational program is an extremely momentous and
prerequisite stride because it intensely impacts the learner's future choice of
profession. The career choices progression is also devised during the study process at
school. The career decision carries a lot of weight to many subjective and objective
factors nourishing students' preferred orientation and congenial career options. In
noteworthy, students majoring in English studies have also had periods of preparation
and are dominated by distinctive elements after a long period of time pursuing their
education at Ho Chi Minh City Open University. This research aims to yield a
comprehensive overview of the general context and explore components affecting the
career choices of students majoring in English studies at the Open University. By then
assisting them in appropriate career orientation. The project's intended setting is for
individuals seeking to develop their career skills or explore new career opportunities.
The duration of the project can vary depending on individual goals and needs, but it
typically takes a few weeks to complete.

III. LITERATURE REVIEW

A. DEFINITION OF TERMS
1. Career orientation
Career orientation is a process influenced by family, school, and society.
Schools are crucial in guiding and preparing the next generation to work in various
 5

occupations in Vietnam where society is in need, while also assisting students in

selecting a career that is appropriate for their skills, interests, and forte as well as
societal needs.

2. Career Choice
According to Kumar (as stated in Bikse, Lsna-Ezera, Libkovska, & Riva, 2018),
career decision has always been a high priority and a pivotal behavior component
taking part in a person's life to establish his or her resolution to acquire that particular
vocation and researchers characterized it as a process of decision-making in which the
person not only selects but also disqualifies some professions from consideration.

3. The effect of parents

Prental effects refer to the way parents bring up their children and educate
them, which plays a determining stride in the maturation of individuals (Wu et al.,
2020). Darling and Steinberg (1993) drew an analogy between the effect of parents
and the emotional atmosphere in which parents raise and educate children. As Roe
(1956) indicated that different parenting styles could change individual career
decision-making processes. He emphasized that overprotection and resistance were
more likely to result in against-will career choices, whereas acceptance and warmth in
parenting might boost self-confidence and facilitate easier employment decisions.

4. Peer influence
Peer influence should not be undervalued because research shows that it affects
professional decisions. According to Odirile (2012), peer influence is a way of
interacting, responding, and offering support that seeks to explore thoughts, feelings,
and concerns to reach an understanding. Students are likely to share important career
information during these interactions. Jeofrey Mtemeri

(2020) found that students’ interactions with peers were a powerful tool in career
choices and there was no gender segregation on peer pressure. In other words, both
boys and girls were equally impacted by peers in their professional decision.

5. Economic consideration
Economic circumstances refer to the economic situation in which individuals
are going to seek their careers (Meddour, Abdo, Majid, Auf, & Aman, 2016). When a
 6

company expands, there are several extensions and more job vacancies. As a result,
Students are drawn to those fields. In other words, income and financial stability are
crucial socio-economic factors that can influence an individual’s choice of career. In
South Africa, the unemployment rate remains high, and many individuals struggle to
find employment that provides a stable income. Therefore, when choosing a career,
individuals often prioritize job opportunities that provide financial stability.

6. Self-interest
Personal interest refers to the student’s personal interest in their chosen
professions (Liaw, Wu, Lopez, Chow, Lim, Holroyd, & Wang, 2017, page 5)

7. Self-efficacy
Self-efficacy refers to an individual’s belief in their capability to successfully
complete tasks (Keshavarz, 2020, p.85)

8. Growth opportunities
Growth opportunities can be described as the chance to enhance personal and
professional growth in a given job (Divyang Purohit, Mitesh Jayswal, Ashutosh
Muduli, 2020, page 9)

B. FACTORS AFFECTING STUDENT’S CAREER CHOISES

1. External factors
a) The effect of parents
Parental values influence students’ choice of career to a great extent. Some
parents want their children to follow in their footsteps and become lawyers or doctors
because that is Mr. B’s discipline not because the children are interested or have the
aptitude for medicine. Additionally, Mopson and Hayed, who were referenced in Uba
(2013), said that parents and families have a significant influence on young people's
vocational choices. Since the child grew up with these people, parents can impart some
of their beliefs and ideologies to children which will be reflected in his future job
decision. Research on the STEM college about potential factors to advance students'
career orientation showed that parental participation explained 28% of the variation in
students' college learning and career orientation and that parental involvement had a
substantially favorable and moderate association with these outcomes. This results-
 7

wise, children would be more determined and upbeat about their post-secondary
education and job orientation if parents participated more in their children’s education.
Children's academic and career interests probably can be cultivated when parents
support them, share expectations, and exude a positive attitude. In contrast, Children
may stray from their initial professional decision and experience career setbacks as a
result of their parents' displeasure.

In terms of parental influence, According to Lee (1984; McNair & Brown

(1983), parent role models are important for professional development. Researchers
have also looked into how kids' employment decisions are influenced by their parents'
occupations and educational levels. Students frequently adhere to family customs
when making career decisions. However, this influence can also be either beneficial or
harmful, as in the case of certain families that pressure their children to pursue the
usual career path, the study conducted by Nguyen & Luong (2018).

b) Peer influence
Peer-group socialization tends to play a major part throughout a student’s
maturation. Therefore, peer pressure should not be ruled out as a factor influencing
students' career orientation. After parents and instructors, this is the third most
powerful force that may have a big impact on young people's career selections,
especially girls, according to two studies done in both cultural settings (Howard et al.,
2009; Cheung et al.,2013). Asma Shahid Kazi and Abeeda Akhlaq's findings also
coincided with the former discovery, students feel more gratified and in control while
making decisions when they are around their college friends. They went on to say that
it is simple to study with friends that they feel at ease with. Additionally, you can seek
their assistance in a relaxed manner. "I got admission in computer sciences, but my
friend didn't, so I took admission here," said a female responder. As stated "We are
used to group study, so we all took admission in the same profession," this was also
observed in the male respondents. According to Wentzel (1991), having friends who
can be used as social and intellectual resources can have a significant favorable impact
on future academic and professional goals. Additionally, Zellman and Quigley (1999)
demonstrated that several peer groups had a similar academic and professional
orientation defined by high academic standards and long-term career resolutions.
 8

c) Economic Considerations
The majority of graduates render a strong desire for a decent job with a good
starting salary so that they can support their families and pay off living expenses. This
is one of the crucial components when it comes to career choices, particularly for those
in a plight. In research to determine the key variables influencing Pakistani graduates'
choice of careers, Abbasi and Sarwat (2014) found that monetary compensation was
one of the important elements affecting graduate students' career decisions in Pakistan.
Wilson and Donnelly (2011) found that money and lifestyle were the most significant
factors for students who entered the business or expressed interest in working in the
private sector. When conducting a study to identify the major factors compelling the
making-decision process of career choices in Gen Z, Hina Ahmed, et al. (2022)
realized that 47% of teenagers opt for a high salary as the most potential leading factor
to their career choices. In essence, the primary reasons why most young people chose
their professions are the lucrative salaries, generous benefits, and other perks that
come along with each job, as asserted by Richardson (2000). Studies conducted in
Nigeria on secondary school students in various states of the country (Awujo, 2007;
Ogunrinola, 2011; Onijigin, 2009) have shown that socioeconomic factors play a
significant role in determining the career that a student chooses including family
income and needs. To make it more explicit, Students are more likely to choose jobs
that will lead to a better and more stable future. That is the reason why said the
economic motive for starting a job is that the company would provide the employee
and his family with enough resources and financial remuneration to satisfy their social
and economic demands. (Onijigin,2009)

2. Internal factors
a) Personal interests
Personal interest refers to the student’s preferences and joy in their chosen
professions (Liaw, Wu, Lopez, Chow, Lim, Holroyd, & Wang, 2017). Satisfaction
with human beings’ interests indicates that they’re more concerned about personal
growth and students are not an exception (Divyang, Mitesh, and Ashutosh, 2020).
Moreover, individuals consider choosing their career depending on three reasons.
Firstly, if people pursue jobs that align with their own interests, their ability to succeed
 9

is higher (Ahmed et al., 2017). Secondly, more pleasure and contentment may be
obtained when someone works in their field of interest (Hieu et al., 2021). Finally, jobs
that match their interests can hinder exhaustion and depression, and promote their
engagement to strive better every day (Lent et al., 2010). Giang and Nhung (2022)
concluded that personal interests are found to be the most significant determinant of
career choices among fresh graduates. A few previous studies showed that personal
interest factors had a positive correlation with undergraduate students in deciding
career choices (Afzal Humayon et al., 2018). Ahmed et al. (2017) stated that ‘interest
in the subject’ has the strongest linkage with the career choice of business students.

b) Self-efficacy
Self-efficacy refers to an individual’s belief in their capability to successfully
complete tasks (Keshavarz, 2020, p.85). According to Alexander et al. (2011), there
was a connection between self-efficacy and professional choice, implying the potential
to pursue various careers. Vishal et al (2020) suggested that career self-efficacy act as
a determinant in career decision-making, generating interests, and deciding career
goals. General self-efficacy could be an important resource for adolescents who have
to make particularly important educational and professional choices (Marcionetti, &
Rossier, 2021). On the other hand, (Atta, Akhter, Shujja & Shujaat, 2013)
demonstrated that self-efficacy was a significant inverse predictor of negative thought
careers. The research findings emphasized the significance of the concept of self-
efficacy (Ghuangpeng, 2011). Moreover, Yan et al. (2019) found that university
students’ self-efficacy in career decision-making positively predicted employability.
Acquiring information about one’s personal traits to accomplish appropriate
professional objectives results from the exploration of career information (Zhang &
Huang, 2018).

c) Growth opportunities
Growth opportunities can be described as the chance to enhance personal and
professional growth in a given job (Divyang, Mitesh, & Ashutosh Muduli, 2020).
Studies on graduate students found that a job associated with training and internship
facility available is highly regarded for career choice. (Agarwala, 2008; Eddy et al.,
2008; Gokuladas, 2010; Lightbody et al., 1997; Özbilgin et al., 2005; Wilkinson,
 10

1996). According to Abbasi and Sarwat (2014), the opportunity to expand knowledge
and pursue further (higher) studies plays a key role in graduate job choice. When
choosing an occupation, students have a more preference for jobs which require
domestic travel than international ones. Showing creativity while working in the
organization also acts as a determinant of graduate job choice (Albugamy, 2014). A
company’s growth opportunities have a significant influence on graduates' career
selection since the current generation of employees raises awareness of self-
development (Gokuladas, 2010; Abbasi and Sarwat, 2014).

IV. METHODOLOGY
A. PEDAGOGICAL SETTINGS AND PARTICIPANTS
Ho Chi Minh City Open institution was established in 1990 and has been a
public institution since 2006 under the "open" format. Providing comprehensive
training over a four-year period, the institution is currently a part of the Ministry of
Education and Training. There are three 15-week primary semesters that make up each
academic year. Ho Chi Minh City Open institution has reaffirmed its standing as a
multi-disciplinary institution with multi-level training in the Vietnamese higher
education system. The training programs at the institution are evolving to meet societal
demands. The university now comprises 12 faculties and 24 undergraduate training
disciplines, of which 7 have offered top-notch training in the humanities, sciences, and
economics. Over 14,000 students are engaged in a formal training program at Ho Chi
Minh City Open University, and there are more than 20,000 non-formal students as
well. There are now more than 600 people working as academics and staff at the
institution (https://ou.edu.vn/wp-content/uploads/2022/10/22.8.2022-So-tay-SV-
2022.pdf). The English Language Department is one of them and was founded in
1990. It uses modern ideas of teaching and learning and offers three primary majors:
teaching methodology, translation and interpretation, and business english.

The survey was conducted in six days for English students at the Open
University of Ho Chi Minh City using an online form on the Google Forms platform.
Additionally, the study employs a questionnaire-based survey coupled with the Google
Form platform as a supporting tool and Excel as a calculating tool to evaluate the
 11

survey data. This survey involved a total of 52 students who participated to analyze the
data, and of those, 37 sophomores made up the majority, or 71.2%, of the participants.
This suggests that second-year students were well represented in the study. On the
other hand, only 4 students, or about 7.4% of the participants, were freshmen, forming
a smaller group. In the poll, there were 5 third-year students accounting for about 9.6%
of the participants. Finally, there are 6 fourth-year students, representing about 11.5%
of the students questioned.

B. RESEARCH DESIGN
The purpose of this study was to identify the factors affecting English majors'
job choices at the Open University in Ho Chi Minh City. The questionnaire also
includes open-ended questions, rating scale questions, matrix questions, Likert scale
questions, and questions with multiple choice. There are a total of 16 questions in the
survey scattered pertaining to students' career-choosing issues such as whether or not
students consider themselves to be interested in English and whether their career
choices are affected by external and internal factors such as family or self-competence.
Additionally, assess the amount of interest in social needs and the potential for
personal growth, and talk about the challenges that students frequently encounter
during the career orientation process. Data gathered through survey questionnaires will
be analyzed by excel software and Google Form tool in quantitative method.

C. PROCEDURE
Having completed the survey's questionnaire, we looked for appropriate target
populations, particularly English-speaking students at Ho Chi Minh City's Open
University. Additionally, we discovered that English language learners often had
private groups, so we provided them with a link to the online survey. The survey will
be available for 6 days, and students will typically take 5 to 10 minutes to complete it
before sending their answers to the server. In general, the responses were returned
rapidly in order to provide an overview and trustworthy responses.

D. ANNALYSIS AND DATA COLLECTION

The majority of respondents, 48.1%, agreed to learn deeply about the English
language, British and American culture, as well as academics, according to the survey
 12

data on the question "Do you want to learn deeply about the English language (British
culture, American culture,...)". This implies that having more pupils is seen to be
advantageous for studying certain topics thoroughly. 17.3% of participants, a lesser
percentage, thought that having 9 students was typical. 3.8% of participants, on
average, only somewhat agreed or disagreed with the notion of higher class sizes.
Ultimately, the majority of respondents indicated a desire for more students to improve
their academic, cultural, and English learning experiences.

Responding to the question "Do you want to be a flight attendant, translator,

interpreter, or English teacher?" revealed that 48.1% of respondents agreed and 26.9%
strongly agreed, suggesting that the majority of them stated their personal desire in
pursuing one of the aforementioned jobs. Only 13.5% of students report feeling
normal, and only a tiny percentage (7.7%) of students absolutely disagree (3.8%) with
the aforementioned goal. In general, according to the data, although they might not be
interested in pursuing the aforementioned professions, the majority of them still prefer
English.

Next, when asked "Are you communicative and language-loving," it can be

seen that the majority of students (50%) concur with the aforementioned opinion,
demonstrating that language and communication play a significant role for many
people. Loving language and communication can also imply that this group has a high
capacity for social interaction, desires to connect with others, and is knowledgeable
about these fields. While 28.8% of students are neutral with this opinion. Just 1.9% of
students have a strong disagreement with this notion. These findings show that a
sizable portion of students either accept or completely concur with the idea that they
enjoy communication and language, which will benefit their English learning process
and profession choice.

The information collected by the survey on the topic of "opportunities for

personal development when orienting a career" reveals that the majority of participants
(40.4%) consider possibilities for self-improvement as a method to gain knowledge
and enhance job abilities. Additionally, a sizable portion of participants (23.1%) think
that creative employment presents chances for personal growth. various prospects
 13

suggested include working in various industries (7.7%), regular English

communication (19.2%), good training facilities (3.8%), opportunities to travel (3.8%),
image improvement and social standing (1.9%), and good training facilities. This
information emphasizes how crucial self-development is to all facets of one's
professional life.

Table 1: Statistics table on personal development opportunities when orienting career.

Similarly, when students understand the value of self-development in their

professional lives, we see tremendous outcomes, with 50% of students selecting a
position that can provide them with good chances and jobs. This demonstrates their
understanding of the chances for growth and personal development. Additionally, it
shows that students are driven to succeed in the profession and are curious about their
own skills. The students' awareness and understanding of self-improvement, learning,
and skill development is also demonstrated by the importance of self-growth, which
accounts for 36.5% of the total. Additionally, 11.5% of the students reported being
motivated to produce an excellent job, demonstrating their enthusiasm and
determination to finish the assignment and meet their goals. Motivation is the drive
required to overcome challenges, advance, and succeed. And just 1.9% came to the
conclusion that inner talent may aid in achievement. This demonstrates how intrinsic
motivation and individual potential of pupils play a significant influence in the growth
and accomplishment process. Therefore, the information as a whole emphasizes the
importance of self-development as a factor to take into account in order to improve
one's professional prospects and future chances.
 14

"Do personal development opportunities affect career orientation?" was one of

the survey's questions. Furthermore, given that a sizable portion of respondents
(17.3%) absolutely agree and 19.2% of respondents concur that personal development
possibilities have a favorable impact on professional orientation, it is obvious that
personal development opportunities influence job orientation to some extent.
Demonstrate your beliefs in the value of personal growth in determining your
professional path. Conversely, a lower proportion of respondents (17.3%) said they
were indifferent, suggesting they may give other considerations in their career
orientation more weight. Furthermore, a tiny percentage of respondents (3.8%)
strongly oppose the notion. This result demonstrates different viewpoints on the
connection between self-development opportunities and survey respondents' job
direction.

Table 2: Assessment of growth opportunities in English majors’career orientation.

Based on the responses that were returned, which suggest that personal
development chances play a significant role in the career orientation of the majority of
survey participants, students have assessed their own interest in professional
information on various media platforms. This evidence reveals that students' interests
in learning about jobs vary. 83.1 percent of students show some interest in or follow
up on employment information. This illustrates that a sizable fraction of student value
information on jobs, with only a smaller proportion claiming to have no interest in it.

When English students were asked whether parental influence has on their
career choices, majority of students (46.2%) believe that family has not much bearing
on their decision to pursue a certain line of work, while 25% believe that family has
little influence on them. Additionally, the family has a big and considerable influence
 15

on them, accounting for 17.3%, which shows that this group of students is still
incredibly reliant on the decisions made by the family. Finally, 11.5% of students said
their family had no effect at all on their professional choices. This illustrates that other
variables, such as individual interests, objectives, and abilities, also influence students'
employment decisions more so than familial pressures.

Table 3: The evaluation of parental influenece on caree choices

The majority of learners evaluate their career orientation at school differently.

When up to 53.8% of students believe that the school's career orientation is standard
and 11.5% of students are dissatisfied, this is a problem. This demonstrates the
divergent views that students have on career orientation at the university. While some
students may feel that the institution has lived up to their expectations, others might
want more help or development in career orientation to be satisfied with their career
choice.

A large percentage of students think that their future profession decision is

heavily influenced by social demands. 17.3% of students and about 61.5% of students
absolutely concur with this statement. Additionally, 7.7% of students and 11.5% of
students hold opposing or neutral opinions on this matter. These results imply that
people take into account the social repercussions of their profession choice and that
social pressures and expectations have a significant influence on career decision-
making.

Social requirements have the following effects on students' decisions: Twenty

students in particular out of the 39.2% who want to decide their professional objectives
 16

show that certain students are seeking guidance and want to be crystal clear about what
they want to accomplish in the future. 21 students, or 41.2% of the student body, wish
to work in a field that addresses social issues; these individuals may be motivated by
the chance to make a difference in the world via their profession. Additionally, 15.7%
(8 students) of respondents claimed that there are several high-paying job openings,
showing that some students are interested in the prospect of doing work that may result
in a high wage. However, just 2.9% of students (3.9%) are interested in seeking a
career before graduation, showing that few students are considering this option. As a
whole, the data above demonstrates that students' social needs for job orientation vary
widely. While some students desire to create objectives and work in fields that have
social significance, others are more concerned with the chance of earning a big wage.

Expectations for the English-language market change over time, across social
stages, and are influenced by societal requirements. According to a survey done by
students, 58.8% of them said having the greatest expert knowledge in various subjects
was crucial. This emphasizes the requirement for experts in fields like business and
education. 13.7% of students said that they place a high priority on having fluent
English communication abilities, highlighting the significance of successful
communication. Another 13.7% of students also rated cultural and social
understanding as vital, demonstrating the demand for professionals who can work in
diverse settings. The necessity of educators having these abilities to engage with their
students effectively is further shown by the fact that 13.7% of students valued traits
like patience and passion while dealing with the students. These outcomes demonstrate
a range of societal expectations regarding the English language domain, including the
knowledge of a particular field and the communication abilities needed to effectively
educate or communicate.

The school's involvement in counseling and career assistance is crucial for

assisting students in choosing a path that fits their unique strengths and interests.
 17

Table 4: Stastistic of the level of English majors satisfaction related to school’s

responsibility on career orientation

A survey's findings revealed a definite student consensus. While 51% of the

remaining 26 students indicated they agreed, just 11.8% of the 6 students stated they
absolutely agreed with the job of the school's career counselor. For 16 kids, the
majority (31.4%) support the school's function. Nevertheless, it's important to note that
3 students (5.9%) indicated they strongly disagreed with the school's role in career
orientation. The results presented above demonstrate how different and inconsistent
students' opinions are on the role of the school in providing career counseling and
advice. This could represent variations in how each learner perceives and experiences
the world. However, the relatively high percentage of students who agree and usually
agree highlights the significance of this job in ensuring that students receive the right
counseling and assistance in order to grow and realize their potential.

60.8% of English majors and up to 25.5% of them absolutely concur that

communication skills are crucial for their future careers. Only 5.9% and 1.9%,
respectively, strongly disagreed. This shows that the majority of students are aware of
the value of communication abilities in occupations like teaching, interpreting,
translating, or professional writing. A tiny number of adolescents, though, could have
other career goals or reservations about the curriculum's existing emphasis on
communication skills. Although the majority of students concur that effective
communication skills are crucial for their future jobs, it is crucial to address the
concerns of the minority in order to guarantee that everyone is fully understood and
supported in their academic and professional growth.

It is immediately apparent that influences from friends and other external

factors are among the elements that have a negative impact on students' job decisions.
 18

It is possible to study the fact that some students feel secure and at ease picking a
professional path similar to their close friends and taking their recommendations. They
may have found employment marketplaces that are familiar to or have been
experienced by their close pals because they feel supported.

Table 5: The assessment of the extent of peer influence on career choices

According to collected data from students’responds, 39.2% who agree with the
statement that peer influence assuredly plays a role in their career decisions. There
were some reasons that came to this claim. Firstly, it is because they are already used
to working with their close friends and having inseparable affection bonding,
secondly, they feel comfortable working with people aligning with their characteristics
and ego, whereas 35.3% who believe that this is normal. On the other hand, a sizable
portion of students disagree with this tendency. 19.6% of students stated they disagree
with picking a job based on recommendations from a close friend, and 3.9% of
students strongly disagree which manifested that most students are self-reliant in
professional making processes without exterior intervention. In general, the tendency
of students to select a job based on the advice of their close friends is a complex issue
that may be impacted by a wide range of variables during the career decision process.

V. DISCUSSION:
Orientation and career choice is one of the important and urgent contents
prioritized for English majors of the Open University of Ho Chi Minh City. This study
attempts to present an overview of the general situation and investigate the factors that
influence students' career decisions. This is an urgent task and needs to be further
discussed in depth. Stemming from that reason, in this thesis, we have focused on
performing some specific research tasks with the following basic results:
 19

Firstly, the thesis has combined and examined the findings of related studies
that have been published in accordance with two main issues: the student's choice of a
job is impacted by three external factors, and the student's choice of a job is influenced
by three internal elements. Based on that, we discover that while some scholars have
conducted research on student orientation and career choice, the research topic
specifically on the factors influencing students' future career choice at the Open
University of Ho Chi Minh City remains a gap that requires attention, providing a
foundation for us to carry out the implementation of specific contents in this thesis.

Secondly, the thesis has helped to clarify some of the fundamental ideas
surrounding the subject by focusing on three internal elements—personal interests,
self-efficacy, and development opportunities—and three external influences—parental
influence, peer influence, and economic factors. Clarifying these ideas' meanings is
crucial for career direction and choice because they are key to the thesis.

Thirdly, the thesis clearly outlines two important influencing elements, namely
external influences and internal factors, with regard to employment in order to have a
more comprehensive understanding of the student's career orientation. There are three
key factors on the first factor: the influence of parents, the influence of friends, and
economic considerations. The thesis has demonstrated that the educational model and
experience of the parents have a significant impact on the job choices of their
offspring. Additionally, friends are very influential in helping students, particularly
female students, decide on a job. And finally, students' career decisions have been
influenced in part by their psychology, which is that they want to have a nice job with
a respectable pay to support their families and themselves. Next, are internal factors,
including 3 main factors, namely: personal interests, personal capacity and growth
opportunities. The thesis has shown us that self-interest is considered the most
important determinant of the career choice of new graduates. on the other hand,
college students' self-efficacy in career decision-making positively predicts
employability. In addition, the company's growth opportunities have a significant
influence on the career choices of graduates as the current generation of employees
increases their awareness of personal development.
 20

The survey was mainly attended by 2nd year students. Most of you choose the
English major because of your personal interests, good job opportunities, as well as the
tuition fee that is suitable for you and you are also satisfied when choosing this major.
Besides, competence is a decisive factor to get a suitable job in the future but only in
fields related to english. In addition, the career orientation activities of the Faculty and
the University for students of English Language major are also highly appreciated, the
training program of the faculty is very suitable to the requirements of the labor market.
After graduation, you will find a stable job in Ho Chi Minh City and have a solid
knowledge base, graduate with honors and have more opportunities to advance in the
industry.

VI. CONCLUSION:
This study aimed to examine the internal and external factors affecting students’
career choices in English linguistics majors. Survey data were collected from students
at Ho Chi Minh Open University. The results of this study showed that personal
interests, growth opportunities, and economic consideration impact students’ career
choices in English majors while parents have less influence over their children's
occupation decision-making. However, there are certain limitations as follows. First,
this study was only conducted at Ho Chi Minh Open University. Therefore, the
outcome may vary in other universities. Moreover, because the majority of participants
in the survey were 2nd-year students, the result did not reflect the full student
population and the number of students who participated was small, 52 students.
Finally, the selection variables were structured in the survey, thus respondents had no
chance to express any other components that they thought to be relevant in their field
of study choice. Despite its drawbacks, the study provides students with a better
understanding of the above factors to consider before making career selections in
English majors and helps them avoid mistakes in the future.

VII. BIBLIOGRAPHY:
Anonymous. (2023). Three Socio-Economic Factors That May Affect Your Choice of
a Career. Editorials.co.za.
 21

Anonymous. (2003, 6 16). Trường Đại học Mở Thành phố Hồ Chí Minh. Retrieved
from ou.edu.vn: https://ou.edu.vn/gioi-thieu-chung/

Anonymous. (2022). In Sổ tay sinh viên (p. 6). Hồ Chí Minh.

Asma Shahid Kazi & Abeeda Akhlaq. (2017). Factors Affecting Students’ Career
Choice. ResearchGate.

Abbasi, M. N., & Sarwat, N. (2014). Factors Inducing Career Choice: Comparative
Study of Five Leading Professions in Pakistan. Pakistan Journal of Commerce &
Social Sciences, 8(3)

Awujo, C. (2007). Child rearing patterns and career choice among secondary school
students: Empirical evidence from Rivers State of Nigeria. Journal of Sustainable
Development in Africa, 9(2), 62–78.

Afzal Humayon, A., Raza, S., & Aamir Khan, R. (2018). Effect of family influence,
personal interest and economic considerations on career choice amongst undergraduate
students in higher educational Institutions of Vehari, Pakistan. International Journal of
Organizational Leadership, 7, 129-142

Arghode, V., Heminger, S. and McLean, G.N. (2021), "Career self-efficacy and
education abroad: implications for future global workforce", European Journal of
Training and Development, Vol. 45 No. 1, pp. 1-13. https://doi.org/10.1108/EJTD-02-
2020-0034

Alexander P.M., Holmner M., Lotriet H.H., Matthee M.C., Pieterse H.v., Naidoo S.,
et al. Factors affecting career choice: comparison between students from computer and
other disciplines. Journal of Science Education and Technology. 2011;20(3) doi:
10.1007/s10956-010-9254-3

Atta M., Akhter N., Shujja S., Shujaat J. Impact of self-efficacy on negative career
thoughts in University Graduates. International Journal of Business and Social
Science. 2013;(6):4.
 22

Abbasi, M.N. and Sarwat, N. (2014), “Factors inducing career choice: comparative
study of five leading professions in Pakistan”, Pakistan Journal of Commerce and
Social Sciences, Vol. 8 No. 3, pp. 830-845.

Bikse, V., Lūsēna-Ezera, I., Libkovska, U., & Rivža, B. (2018). Comparative analysis
of career choices by students in Latvia and the UK. Paper presented at the 4th
International Conference on Higher Education Advances. doi:
10.4995/HEAD18.2018.8202

Cheung, F. M., Wan, S. L. Y., Fan, W., Leong, F., and Mok, P. C. H. (2013).
Collective contributions to career efficacy in adolescents: a cross-cultural study. J.
Vocat. Behav. 83, 237–244. doi: 10.1016/j.jvb.2013.05.004

Darling, N., and Steinberg, L. (1993). Parenting style as context: An integrative model.
Psychol. Bull. 113, 487–496. doi: 10.1037/0033-2909.113.3.487

Ghuangpeng S. Victoria University; 2011. Factors influencing career decision-making:

A comparative study of Thai and Australian tourism and hospitality students. PhD
thesis.

Gokuladas, V.K. (2010), “Factors that influence first‐career choice of undergraduate

engineers in software services companies”, Career Development International, Vol. 15
No. 2, pp. 144-165.

Hector and Jui-Teng Li. (2020). Potential Factors to Enhance Students' STEM College
Learning and Career Orientation. Frontiers.

Hackett, G.; Betz, N.E. A self-efficacy approach to the career development of women.
J. Vocat. Behav. 1981, 18, 326–339.

Hackett, G. (1995). Self-efficacy in career choice and development. In A. Bandura

(Ed.), Self-efficacy in changing societies (pp. 2327258). New York: Cambridge
University Press.

Howard, K. A. S., Ferrari, L., Nota, L., Solberg, V. S. H., and Soresi, S. (2009). The
relation of cultural context and social relationships to career development in middle
school. J. Vocat. Behav. 75, 100–108. doi: 10.1016/j.jvb.2009.06.013
 23

Hina Ahmed & Aziza Ahmed & Hamza Ahmed & Eaman Khan. (2022). Factors
influencing career choice in Generation Z: a study from students of private colleges in
Lahore. Biomedica, 32.

Keshavarz, H. (2020). Web self-efficacy: A psychological prerequisite for web

literacy. Webology, 17(1).

Liaw SY, Wu LT, Holroyd E, Wenru W, Lopez, V, Lim S, Chow YL. Why not
nursing? Factors influencing healthcare career choice among Singaporean students.
International Nursing Review. 2016;63(4):530–538.

Lee, C. c. (1984). Predicting the career choices attiudes of rural black, white, and
native American high school students. Vocational Guidance Quarterly.

Mtemeri, J. (2020). Peer pressure as a predictor of career decision-making among high

school students in Midlands Province, Zimbabwe. Global Journal of Guidance and
Counselling in Schools: Current Perspectives. 10(3), 120–131
https://doi.org/10.18844/gjgc.v10i3.4898.

Meddour, H., Abdo, A. A., Majid, A. H., Auf, M. A., & Aman, A. M. (2016). Factors
Affecting Career Choice among Undergraduate Students in Universitas Indonesia.
International Journal of Economic Perspectives, 10(4), 630–644.

Marcionetti, J., & Rossier, J. (2021). A longitudinal study of relations among

adolescents’ self-esteem, general self-efficacy, career adaptability, and life
satisfaction. Journal of Career Development, 48(4), 475-490.

Nwoka Nwanneka Stella & Okafor Clementina Obiagell & Nnubia Juliana
Nwakaego. (2022). Factors influencing career choice amongs secondary school
students in Onitsha North local government area of Anambra state. Educational
Research and Development, 154.

Nguyễn, T. K. N. & Lương, T. T. V. (2018), “Đánh giá các yếu tố ảnh hưởng đến định
hướng nghề nghiệp của học sinh trung học phổ thông tại Nghệ An”, Tạp chí Giáo
dục,Tập 431 Số 1, tr. 27-31.
 24

Onijigin, E. (2009). Financial benefit, prestige of the profession and job security as
correlates of career aspiration of secondary school students in Ekiti State Nigeria.
Pakistan Journal of Social Sciences, 6(4), 190–193.

Odirile, L. (2012). The role of peer counselling in a University setting: the University
of Botswana, Gaborone. A Paper Presented at the 20th Anniversary Summit of the
African Educational Research Network at North Carolina State University Raleigh,
USA on 19th May.

Yang, Q. Q., Shen, Y., and Shen, X. Y. (2020). Research on college students’ career
decision-making difficulties and countermeasures–An empirical analysis based on
local undergraduate institutions. Comparat. Study Cultur. Innovat. 4, 1–4.

Yan, H. U., Jing, Y., Cao, X. M., and Education, S. O. (2019). The relationship
between college students’ self-efficacy in career decision-making and employability:
the intermediary role of career planning. Theory Prac. Educ. 39:3.

https://www.frontiersin.org/articles/10.3389/fpsyg.2021.719771/full#B88

Roe, A. (1956). The psychology of occupations. Am. J. Psychol. 8, 34–36.

Richardson, K. (2000). Career choice and development. San Francisco, CA: Jossey-
Bass.

Wilson, D., & Donnelly, A. (2011). Assessing the Factors that Influence the Career
Choices of Minority PhD Graduates in SEM Fields. Women in Engineering ProActive
Network.

Zhang H., Huang H. Decision-making self-efficacy mediates the peer support–career

exploration relationship. Social Behavior and Personality. 2018;46(3) doi:
10.2224/sbp.6410.