DOI: 10.4018/IJICTE.2018070106 International Journal of Information and Communication Technology Education Volume 14 • Issue 3 • July-September 2018 Copyright © 2018, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. 68 Third-Level Digital Divide in English Teaching and Learning Zhonggen Yu, Beijing Language and Culture University, Beijing, China ABSTRACT This article describes how information and communication technologies (ICT) are growingly important in English teaching and learning. Based on the model of digital divide, this article focuses on the third- level digital divide. Through interview and large-scale survey by using a questionnaire designed based on a digital divide model, this article attempts to determine the gender differences in the third-level digital divide in English teaching and learning, together with correlations between attitude toward ICT, educational level and economic status. It is concluded that (1) there are significant gender differences in the third-level digital divide in English language learning and teaching; (2) there is a significant positive correlation between attitudes toward ICT and the third-level digital divide in English learning and teaching; (3) there is significant positive correlation between educational level and third-level digital divide in English learning and teaching; (4) there is significant positive correlation between economic status and the third-level digital divide in English learning and teaching. Advantages and disadvantages of this article and future research directions were also discussed. KEywoRDS Attitude Toward ICT, Economic Status, Educational Level, English Teaching and Learning, Gender Difference, Third-Level Digital Divide INTRoDUCTIoN Information and communication technologies (ICT) are playing an increasingly important role in English teaching and learning. Teachers hold positive attitudes toward use of ICT in education (Hernández-Ramos et al., 2014). Recent research has shown that student use of ICT in teaching practice is necessary for effective future use of ICT in the classroom (Galanouli and Mcnair, 2010). The improvements on ICT literacy have been considered an essential task for educational institutes to prepare learners for academic achievements, upcoming professional success, and lifelong career satisfaction (ISTE, 2007; OEDC, 2005). ICT literacy for educational purpose has been defined as the ability to access, manage, integrate, evaluate, and create information for a role in knowledge (International ICT Literacy Panel, 2002, p. 2), to research, organize, evaluate and communicate information, and to understand fundamental ethical or legal issues of information (Partnership for 21st Century Skills, 2007, p. 1). ICT literacy has been considered a critical task of educational institutes to prepare students for future development.