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This study was conducted to investigate student barriers to the prospect of online learning in Vietnam, in the context of Covid-19 pandemic. This mixed-method study attracted the participation of 1165 students from twelve universities and nine high schools across thirteen provinces in the Mekong Delta. The findings revealed the additional three obstacles from the qualitative data analysis including (1) geographical features, (2) the economic status of Vietnamese people, and (3) Vietnamese culture and traditions in addition to the six groups of barriers being re-confirmed from Berge's framework (2005). The results of Binary Logistic Regression testified the negative impacts of obstacles in Learner Motivation, Cost and Access to the Internet, and Social Interaction on the prospects of online learning, though it is predicted to go farther in education in Vietnam in the future.

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.