Gender Discrepancies in Online English Learning in Vietnam amidst the COVID-19 Pandemic

Autor/inn/en	Van, Dao Thi Hong; Thi, Ha Hoang Quoc
Titel	Gender Discrepancies in Online English Learning in Vietnam amidst the COVID-19 Pandemic
Quelle	In: IAFOR Journal of Education, 9 (2021) 5, S.7-27 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2187-0594
Schlagwörter	Foreign Countries; COVID-19; Pandemics; English (Second Language); Second Language Instruction; Online Courses; Gender Differences; College Students; High School Students; Gender Bias; Equal Education; Student Attitudes; Barriers; Economic Factors; Costs; Technological Literacy; Access to Computers; Internet; Interaction; Academic Ability; Student Motivation; Vietnam + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Online course; Online-Kurs; Geschlechterkonflikt; Collegestudent; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Geschlechterstereotyp; Schülerverhalten; Ökonomischer Faktor; Cost; Kosten; Technisches Wissen; Interaktion; Schulische Motivation
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01