Digital Divide and Factors Affecting English Synchronous Learning during COVID-19 in Thailand

Autor/inn/en	Rofiah, Nur Lailatur; Aba Sha'ar, Mohammed Yassin Mohd; Waluyo, Budi
Titel	Digital Divide and Factors Affecting English Synchronous Learning during COVID-19 in Thailand
Quelle	In: International Journal of Instruction, 15 (2022) 1, S.633-652 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Foreign Countries; English (Second Language); Second Language Instruction; Online Courses; Synchronous Communication; Undergraduate Students; Educational Technology; Technology Uses in Education; COVID-19; Pandemics; Access to Computers; Barriers; Program Effectiveness; School Closing; Student Attitudes; Thailand + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Online course; Online-Kurs; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; School closings; Schule; Schließung; Schließung (von Schulen); Schülerverhalten
Abstract	This study examined both factors underlying the digital divide among Thai EFL students and factors affecting the implementation of synchronous online learning in English courses at a university level in Thailand during the COVID-19 situations. Using a mixed-method design, it distributed a survey questionnaire to 306 undergraduate students (81.2% Female; 17.8% Male) and conducted an interview with 8 voluntary students. The results of the Exploratory Factor Analysis (EFA) for digital divide unveiled two factors that counted for 57.207% of the total variance, validated by Bartlett's test of sphericity (X[superscript 2] (55) = 1916.309, p < 0.001), and these identified factors were aligned with the interview data. This study also found two underlying factors from parents (X[superscript 2] (28) = 1356.981, p < 0.001), students (X[superscript 2] (55) = 2211.475, p < 0.001), and teachers (X[superscript 2] (55) = 1916.309, p < 0.001 that affected the expediency of online learning at a university in Thailand. Each factor could explain more than 60% of the total variance in the outcome variables. The qualitative data also strengthened the quantitative findings. (As Provided).
Anmerkungen	Gate Association for Teaching and Education. e-mail: iji@ogu.edu.tr; Web site: http://e-iji.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01