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Achievement emotions have been a major issue in educational settings and research field because of their crucial role in improving students` motivation, learning, performance, and identity development. According to control-value theory, achievement emotions are discrete emotions experienced by students during specific academic or achievement-related activities. To address the existing gap in the literature, this study was designed to compare different types of EFL learners' achievement emotions (enjoyment, hope, pride, anger, anxiety, shame, hopelessness, and boredom) in two situations 'class and exam' in the online and face-to-face learning environments. It is worth exploring it among EFL learners and finding its relationship with other factors, such as gender in different learning environments.