The present study aimed at investigating differences between EFL learners' achievements in virtual and non-virtual courses regarding learners’ personal factors namely age, gender and motivation. Samples of 100 pre-intermediate EFL learners from a pool of 120 learners enrolled in language institutes were selected. The learners were divided into four groups of 25(two males and two female groups). One male and one female group participated in virtual class and the other two took part in traditional classes. A questionnaire and an achievement test were utilized to collect data quantitatively. The data was analyzed through two-way ANOVA and descriptive analysis. The results showed that, there was no significant difference between the achievement of the groups regarding their gender and age. On the contrary, motivational types proved to make a difference in the achievement of the learners. More specifically, power-oriented learners outperformed the affiliation-oriented motivational type. The results of this study have several implications for learners, teachers, syllabus designers and researchers. A quasi-experimental design was employed as the research design of the present study.
