investigating online learning anxiety: the case of online graduate students' of tefl

The purposes of this study were to investigate the reasons leading to online graduate students' anxiety, learners' and instructors' strategies to reduce online anxiety, and the distinction between online and traditional instruction in creating learner anxiety. the participants were 40 online ma students of tefl at the e-learning campus of iran university of science and technology. the instrument was four open-ended questions on online anxiety. the results revealed that low quality of internet, inability to immediately ask questions, and having difficulty interacting with the instructor as the most frequent reasons for online learning anxiety. the results also showed that online students suggested access to high speed internet packages, recording classes, and getting prepared for the classroom activities as the most effective activities for reducing online anxiety, while online instructors considered creating a friendly atmosphere in the online class, sharing the materials before the beginning of the class, and engaging learners in the class by interesting subjects as the most effective activities for reducing learners' online anxiety. due to creating less anxiety, most online students preferred online instruction to face to face instruction.