Dao Thi Hong Van, FPT University – Can Tho Campus, Vietnam
Ha Hoang Quoc Thi, School of Education – Can Tho University, Vietnam
Email: [email protected]
Published: October 22, 2021
Citation: Van, D. T. H., & Thi, H. H. Q. (2021). Gender Discrepancies in Online English Learning in Vietnam Amidst the COVID-19 Pandemic, 9(5). https://doi.org/10.22492/ije.9.5.01
This study was conducted to investigate the impact of gender in learning English online in Vietnam under the impact of COVID-19 pandemic. 1118 students from nine universities and twelve high schools in the Mekong Delta joined in the research. The study indicated gender equality in online education by revealing few discrepancies in the two genders’ perceptions about barriers to online learning, excepting for problems about technical skills, cost, and access to the Internet. The results of the mixed-method study which focuses more on quantitative approach also revealed the impacts of perceived barriers on their future online learning readiness through Discriminant Analysis and Chi-square Tests, in which gender had no impact on students’ online learning decisions. Qualitative analysis also revealed the influences of economic conditions and regions as additional barriers in addition to the six factors being confirmed from Berge’s framework (2005) including (1) Administrative issues, (2) Social interaction, (3) Academic skill, (4) Technical skills, (5) Learners’ motivation, and (6) Cost and access to the Internet.
COVID-19 pandemic, gender discrepancies, online English learning, online learning, online learning barriers