This study aimed at investigating factors including gender, prior experience of hybrid learning, and computer literacy that affect students' attitudes toward hybrid learning with reference to different learning aspects. The study adopted a survey research methodology using a questionnaire and examined 879 students who had enrolled in hybrid English courses in a university. The finding revealed that all factors had an effect on students' attitudes toward hybrid learning. Gender had an effect on attitudes toward four learning aspects - study management, technology, online interaction, and online learning. Prior experience of hybrid learning had an effect on two learning aspects - technology and online learning; and computer literacy had an effect on attitudes toward every learning aspect and had the most effect on the use of technology. Based on the findings, this study provides guidelines and a useful information base for future course improvement.