Intentions of Language Learning among Macau Frontline Employees in Hospitality Industry: Application of the Theory of Planned Behaviour Model

Abstract

The purpose of this study attempted to explore intentions of frontline employees on language learning in Macau hospitality industry. Without exploring learners’ intention, the successful language learning cannot be achieved. Various factors promote or hinder language learners from the implementation of behaviour, that is learning a language. As Macau is one of famous tourist destinations, diversifying single economic development on gaming industry has been enforced. Acting the platform between China and Lusophony countries has also been initiated. Developing language competence in hospitality industry becomes essential in Macau. Hence, this study is crucial for language teaching and learning contexts in hospitality industry while it is anticipated that more and more international tourists will be received in Macau soon after recovering from COVID-19. In this study, the theory of planed behaviour suggested by Ajzen (1991) [1] was applied to explore language learners’ behavioural intentions in terms of learning either English or Portuguese. After a pilot study, the main study was conducted in November 2019. The research findings showed attitude, subjective norm and perceived behavioural control had positive and significant impacts on language learning intention. Specifically, subjective norm was the most influential factor affecting learners’ behavioural intention, followed by perceived behavioural control and then attitude. Significant others therefore played the key factor on influencing learners to take an action on learning languages in the society of Macau. This finding may result from job requirements in the labour-market. Finally, the study contributes to educational literature by demonstrating the importance of intentions on frontline employees’ language learning by applying the theory of planned behaviour. Practically, based on the aspect of social psychology to scrutinise learners’ behavioural intention, it would allow language educators adopting effective teaching and learning approach to satisfy learners’ needs.