Objective: Guided by a humanities-based perspective, this study aimed to compare engineering students’ perceptions of offline and online English for Academic Purposes (EAP) learning environments. It also examined the influence of gender, academic year, and self-assessed proficiency on these perceptions, emphasizing the importance of students’ individual experiences. Method: A mixed-methods approach was adopted. Quantitative data were obtained from 347 students through questionnaires and analyzed using t-tests and mixed-design repeated measures ANOVA. To gain deeper interpretive insights, qualitative data were collected via interviews with eight students and examined using NVivo 12 Plus. Results: Overall, students perceived online learning environments as more supportive and effective, citing their flexibility, accessibility, and abundant resources. Still, offline modalities were valued for their hands-on activities and opportunities for direct interaction. While no significant group-level differences emerged for gender, academic year, or self-proficiency, subtle variations were noted. Female students slightly favored the supportive nature of online learning; third-year students appreciated online flexibility during internships, while fourth-year students required more direct offline assistance. Lower-proficiency learners preferred the structured guidance of offline settings, and higher-proficiency learners gravitated toward the autonomy of online environments. Conclusion: From a humanities-oriented standpoint, these findings highlight the need for pedagogical strategies that acknowledge diverse learner profiles, ultimately informing more inclusive and contextually responsive EAP instruction.