Foreign language classroom anxiety is a construct that has been investigated since the 1980s, yet few studies have examined language anxiety in the context of the online learning environment. In this literature review, the following guiding questions were examined: (a) What is foreign language classroom anxiety? (b) What are the research findings on language anxiety among online learners? (c) What can instructors do to help alleviate their online students' perceived levels of language anxiety? In addition to an exploration of the guiding questions, the Foreign Language Classroom Anxiety Scale, which was developed by Horwitz, Horwitz, and Cope (1986), is described in detail as well as how language educators can use it as a tool in their own classrooms to measure their students' perceived language anxiety levels. The pedagogical implications include recommended techniques and interventions for helping online language learners feel less isolated, less anxious, and more connected to their teacher and to their peers. Given the large number of students who are currently engaged in online or remote language learning due to COVID‐19, it is important to consider how affective factors, such as anxiety, can impede learning outcomes. Furthermore, language educators and their students were required to transition rapidly to the online environment without sufficient time or preparation for it, which is an additional cause of stress for both students and instructors alike. The article concludes with suggestions for future research on online language anxiety.

中文翻译：

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语言焦虑与在线学习者

外语课堂焦虑是自 1980 年代以来一直在研究的一种结构，但很少有研究在在线学习环境的背景下研究语言焦虑。在这篇文献综述中，研究了以下指导性问题： (a) 什么是外语课堂焦虑？(b) 关于在线学习者语言焦虑的研究结果是什么？(c) 教师可以做些什么来帮助减轻在线学生的语言焦虑水平？除了对指导性问题的探索之外，Horwitz、Horwitz 和 Cope (1986) 开发的外语课堂焦虑量表详细描述了语言教育者如何将其用作他们自己的工具课堂来衡量学生感知的语言焦虑水平。教学意义包括推荐的技术和干预措施，以帮助在线语言学习者减少孤立感、焦虑感，并与老师和同龄人建立更多联系。鉴于目前有大量学生因 COVID-19 而从事在线或远程语言学习，重要的是要考虑焦虑等情感因素如何阻碍学习成果。此外，语言教育者和他们的学生需要在没有足够时间或准备的情况下迅速过渡到在线环境，这对学生和教师来说都是一个额外的压力。文章最后提出了对未来在线语言焦虑研究的建议。不那么焦虑，与老师和同龄人的联系更加紧密。鉴于目前有大量学生因 COVID-19 而从事在线或远程语言学习，重要的是要考虑焦虑等情感因素如何阻碍学习成果。此外，语言教育工作者及其学生需要在没有足够时间或准备的情况下迅速过渡到在线环境，这对学生和教师来说都是额外的压力。文章最后提出了对未来在线语言焦虑研究的建议。不那么焦虑，与老师和同龄人的联系更加紧密。鉴于目前有大量学生因 COVID-19 而从事在线或远程语言学习，重要的是要考虑焦虑等情感因素如何阻碍学习成果。此外，语言教育者和他们的学生需要在没有足够时间或准备的情况下迅速过渡到在线环境，这对学生和教师来说都是一个额外的压力。文章最后提出了对未来在线语言焦虑研究的建议。会妨碍学习成果。此外，语言教育者和他们的学生需要在没有足够时间或准备的情况下迅速过渡到在线环境，这对学生和教师来说都是一个额外的压力。文章最后提出了对未来在线语言焦虑研究的建议。会妨碍学习成果。此外，语言教育者和他们的学生需要在没有足够时间或准备的情况下迅速过渡到在线环境，这对学生和教师来说都是一个额外的压力。文章最后提出了对未来在线语言焦虑研究的建议。