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 (x2 (55) = 1916.309, p < .001), and these identified factors were aligned with the interview data. This study also found two underlying factors from parents (x2 (28) = 1356.981, p < .001), students (x2 (55) = 2211.475, p < .001), and teachers (x2 (55) = 1916.309, p < .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.