The reform of English programs at Chinese universities had been implemented for decades. The goal of the reform was to adjust the curriculum so the classroom teaching could be more student-centered and market-oriented. Nevertheless, the accomplishments of the reform by Chinese universities are contradictive with some educational policies mandated by China Ministry of Education, which is still teacher-centered and exam-oriented to some extent. For instance, passing the TEM-4 (Test for English Majors) and TEM-8, which is a nationwide test held by the China Ministry of Education, is a requisite for English majors to graduate from their programs.English major students at Chinese universities The English graduates, who were once popular in the job market, are faced with challenges to secure their careers. The newly emerged difficulties for English graduates are considerably attributed to the changed situations in the human resource market. Year after year, hundreds of thousands of English majors graduate from universities. Overall, the supply of English graduates has already exceeded the demand of the human resource market to English professionals. The curriculum that university English programs are utilizing partly accounts for the oversupply. Because the curriculum and its related teaching practices today are incompatible with the economic development and current market demand for English professionals in China.The goal of this dissertation was to gain insights into employment supervisors and English graduates' beliefs and attitudes about how they perceive the significance of spoken English in the process of English graduates' career commencement. The research was processed by using the theory of Constructivism with its underpinning cognitive learning theory (Piaget, 1936; Bruner, 1961; Vygotsky, 1978) and the "Theory of Invisible Hand" (Smith, 1776) as its theoretical frameworks. The research was conducted through an online interview, individually to each participant in China. Four department managers and Four English graduates working in the English-related industries in China were invited to participate in the research. The research collected information about the participants' experiences and perspectives using a semi-structured interview. The data was critically analyzed following three steps of coding and criticizing, which were defined in the research as "narrative description, interpretive description, and synthetic & critical description." The research findings indicated that English speaking proficiency is the source for English graduates to establish self-confidence and construct identity in their career pursuits. Moreover, the research found proficient English speaking provides English graduates with a solid base to develop their careers. Finally, the research revealed proficient spoken English earns more potential opportunities for English graduates in their career development. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]