VIETTESOL INTERNATIONAL CONVENTION 2025

This study explores the factors influencing the formation of career intentions among gifted high school students learning English as a Foreign Language (EFL) in Vietnam. Adopting a mixed-methods approach, the research integrates both quantitative and qualitative data to provide a comprehensive understanding of students’ career decision-making processes. Survey responses were gathered from 215 students enrolled in gifted EFL programs across multiple high schools. In addition, semi-structured interviews were conducted with 15 purposively selected students to gain deeper insight into their perspectives and experiences. The findings reveal that three key factors significantly shape the career intentions of these students: career interest, career self-efficacy, and perceived career prospects. Quantitative analysis indicated strong correlations between these factors and students’ expressed career goals. Qualitative data supported and enriched these findings by highlighting how personal motivations, confidence in one’s abilities, and future-oriented thinking inform the career planning process. Students often viewed English proficiency not only as an academic strength but also as a strategic advantage in accessing diverse career opportunities. This research contributes to the growing body of literature on career development among gifted and EFL learners in non-Western contexts. It also offers practical implications for educators, counselors, and policymakers seeking to support gifted students in aligning their linguistic talents with meaningful career pathways.