The Career Intentions of Gifted English as a Foreign Language High School Students in Vietnam

Abstract

A multiple study mixed methods research design was used to examine how gifted English as a Foreign Language (EFL) high school students in Vietnam form their career intentions. In the first study, interview data collected from 25 participants were analyzed using grounded theory to develop models that describe the formation of career intentions. In the second study, survey data collected from 512 participants were analyzed using structural equation modeling procedures to quantitatively test and refine the qualitative models developed in the first study. In the final third study, structural equation modeling was again used on data collected from 602 participants using a refined survey to quantitatively retest and refine the models developed in both of the earlier two studies. The finally accepted optimal model highlighted the importance of career interest, career self-efficacy, and career prospects in the formation of the career intentions of gifted EFL high school students in Vietnam.

A Bioecological Systems View of School Experiences of High-Ability Students From Rural India

“…They aspired to make things better for their communities through their vocations. It is known that rural high-ability students demonstrate a strong attachment to place, resources, and people, especially concerning career aspirations (Cao et al, 2021; C. W. Howley, 2006; Jung & Young, 2019; Petrin et al, 2014).…”

Study on the integrated teaching of English education, mental health and students' wellbeing

“…English self-concept makes students learn new vocabulary, thus performing well in every sphere of life. Given the illustration, the study from Vietnam showed that students' perception influences their career interest in EFL, thereby increasing their career intention in English ( 36 ). Consistently, the study shows that self-concept natures the students' academic careers and their intention to pursue the course in the future ( 37 ).…”