Since the Covid-19 pandemic turned the traditional classroom into an online interaction, the communication strategy of teaching-learning suddenly moved. The face-to-face classroom activity has twisted into textual computer-mediated communication. This sudden shift yet also influences the EFL student on how they communicate with their teacher and other students. This study aims at investigating the role of gender in online classroom turn-taking. The discourse exchange from 10 online higher education classrooms was collected and analyzed. The result revealed that the teacher selection occurred more on the teachers’ side. However, the female students took more turns compared to the male student. By this finding, it is concluded that gender role still becomes one of the fruitful discussions within classroom interaction. Therefore, it is hoped that this issue could be an insightful input for the teacher to create more interactive classes for both male and female students.