International Journal For Multidisciplinary Research

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Volume 8 Issue 4
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Professional Orientation, Social Influences, and Perceived Readiness as Determinants of Intention to Pursue Language-Related Careers among English Major Students: A Basis for Career Readiness Program

Author(s) Dr. Herbert John Nagnal Nachor
Country Philippines
Abstract This mixed-methods study investigated the intention to pursue language-related careers among English major students. Grounded in the Theory of Planned Behavior and Linguistic Capital Theory, the study examined professional orientation toward language-related professions, social influences on language-related career decisions, and perceived readiness to utilize language competencies as determinants of students' intention to pursue language-related careers. The quantitative phase involved seventy-four graduating Bachelor of Arts in English Language Studies students from Camarines Sur Polytechnic Colleges, selected through total enumeration, while the qualitative phase involved fifteen purposively selected participants. Data were gathered using a validated survey questionnaire and a semi-structured interview guide. Findings showed that professional orientation toward language-related professions obtained the highest mean, followed by social influences on language-related career decisions, while perceived readiness to utilize language competencies obtained the lowest mean. The respondents' intention to pursue language-related careers was moderate. Regression analysis revealed that professional orientation toward language-related professions, social influences on language-related career decisions, and perceived readiness to utilize language competencies significantly predicted career intention, with perceived readiness to utilize language competencies emerging as the strongest predictor. The qualitative findings identified oral communication insecurity, limited experiential exposure, imbalanced language-skill development, career decision uncertainty, social and economic expectations, perceived readiness and self-efficacy, and adaptive career reorientation as major explanations for students' moderate career intention. Based on the integrated findings, the study developed the Building Readiness through Industry Development and Guided Engagement (BRIDGE) Program, a contextualized career readiness program intended to strengthen career awareness, pathway matching, professional exposure, workplace English communication, portfolio development, and employment preparation among English Language Studies students.
Keywords Professional Orientation, Social Influences, Perceived Readiness, Language-Related Careers, Career Intention
Field Sociology > Linguistic / Literature
Published In Volume 8, Issue 4, July-August 2026
Published On 2026-07-14
DOI https://doi.org/10.36948/ijfmr.2026.v08i04.83506
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