on the classification of strategies employed by efl teachers to cope with the language learners’ online language classroom anxiety

Language anxiety has been of much concern to applied linguists and english language teachers since a couple of years ago. as an affective variable, foreign language anxiety has been viewed as a factor that has potential negative effects on learners’ language learning and performance. language anxiety and its impacts on efl learners’ academic achievement have been well explored by a large number of the researchers interested in the field. however, the strategies which efl teachers use to cope with language learners’ anxiety in online classes have not been well investigated. this study was an attempt to deeply delve into the coping strategies used by efl teachers in online english language classes. to meet the research goals, using a phenomenological study adopting interview with teachers, the researchers extracted the coping strategies teachers use in online classes. results showed that the 24 items were reduced to three factors: establishing a safe environment for efl learners, using the learners’ l1 and engaging the language learners in classroom activities.