The impact of English proficiency on vocational students' motivation to work overseas

This study investigates the relationship between English proficiency and vocational students’ motivation to work overseas by exploring how students’ self-perceived proficiency in speaking, listening, reading, and writing influences their motivation and identifying key factors that drive their intention to seek international employment. A sequential explanatory mixed-methods strategy was employed. A self-assessment English proficiency test and a motivation questionnaire based on Self-Determination Theory were used to obtain quantitative data from 30 students at a vocational college who were engaged in the Hotel & Hospitality and Marketing programs. The findings showed that students were more confident in their reading (M = 3.43) and listening (M = 3.17) skills but less confident in their speaking (M = 2.77) and writing (M = 2.93) skills. Even with these challenges, students were still very eager to work abroad, mostly because they wanted to earn money, advance in their careers, or support their families. Qualitative data from semi-structured interviews further revealed that students viewed English as an important—though challenging—tool for both personal and career development. Despite facing language barriers, they demonstrated strong external motivation and confidence in their ability to improve. These findings highlight the importance of teaching English in ways that build students’ confidence and interpersonal skills through real-life, practical contexts.