The Impact of Gender, Age, Educational Level, And Place of Residence On Algerian University EFL Students’ Preferences of Online Versus Face-To-Face Learning
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Published:
Dec 10, 2025
Keywords:
Online Learning, Face-to-Face Learning, Blended Learning, Self-Determination Theory, Community of Inquiry, EFL students, Demographic Factors, Higher Education
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Abstract
The rapid integration of online learning into higher education, accelerated by the COVID-19 pandemic, has made understanding student modality preferences essential for effective pedagogical design. This is particularly important in contexts like Algeria, where digital transition intersects with unique sociocultural and infrastructural dynamics. This quantitative study investigates the impact of four key demographic variables: gender, age, educational level, and place of residence, on Algerian university EFL students’ preferences for online (OL) versus face-to-face (F2F) learning. Grounded in Self-Determination Theory (SDT) and the Community of Inquiry (CoI) framework, the research interprets preferences through the lenses of psychological needs (autonomy, competence, relatedness) and perceived educational presence (social, teaching, cognitive). Data were collected via a structured questionnaire from 268 EFL students across Algerian universities and analyzed using chi-square tests, ANOVA, and correlation analysis. The results reveal significant influences for three variables: gender (p=.047p=.047), with males leaning toward OL (prioritizing autonomy) and females toward F2F (valuing relatedness); age (p=.013p=.013), showing older students’ greater openness to OL for flexibility; and educational level (r=.269,p<.01r=.269,p<.01), indicating that advanced students prefer more autonomous, OL-integrated formats. Contrary to expectations, place of residence showed no significant effect (p=.434p=.434), suggesting that perceived learning quality and psychological needs may outweigh geographic barriers in this context. The study concludes that students’ modality preferences are not merely logistical but are deeply tied to how different learning environments fulfill core psychological needs and establish meaningful educational presence. These findings offer evidence-based guidance for Algerian educators and policymakers, advocating for differentiated, phased blended learning models that are pedagogically responsive and designed to support autonomy, relatedness, and a strong community of inquiry across both digital and traditional classrooms.
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MOUAS, S. (2025). The Impact of Gender, Age, Educational Level, And Place of Residence On Algerian University EFL Students’ Preferences of Online Versus Face-To-Face Learning. ALTRALANG Journal, 7(2), 194-215. https://doi.org/10.52919/altralang.v7i2.578
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http://dx.doi.org/10.1016/S1096-7516(00)00016-6
• Ghounane, N., & Rabahi, H. (2023). Moodle in the Algerian EFL context during COVID-19: exploring students’ attitudes and academic achievements. Arab World English Journal (AWEJ) Special Issue on Communication and Language in Virtual Spaces. https://doi.org/10.31235/osf.io/twsra
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• Idrizi, E., Filiposka, S., & Trajkovikj, V. (2023). Gender impact on STEM online learning: A correlational study of gender, personality traits, and learning styles in relation to different online teaching modalities. Multimedia Tools and Applications, 82, 30201–30219. https://doi.org/10.1007/s11042-023-14908-x
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