Anwar, NafisaRubaiat, Shakika2021-10-072021-10-0720212021-08ID 19357063http://hdl.handle.net/10361/15175Cataloged from PDF version of thesis.Includes bibliographical references (pages 53-60).This thesis is submitted in partial fulfilment of the requirements for the degree of Masters of Science in Early Child Development, 2021.Foreign language anxiety among learners is a vital issue around the globe in the field of foreign language education. As the educational institutions of Bangladesh had to take an unexpected shift towards online learning in order to continue education during this covid-19 pandemic, it is essential to improve the quality of English language classes in the online platform. Therefore, this research focuses on foreign language anxiety in online English language classrooms. The present research has adopted a qualitative method with some supporting quantitative data and collected data from five secondary level schools in Dhaka to explore both the teachers‟ and students‟ perception regarding foreign language anxiety in online English classes as well as sought to find out the reasons behind it. The findings provided in this research paper highlight that foreign language anxiety is less in online English language classrooms despite some challenges. It also identified that students‟ personality, self-motivation, learning environment and teacher student relationship have substantial impact in causing foreign language anxiety in online English classes.85 pagesenBRAC University thesis reports are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission.Foreign language anxietyOnline language learningEnglish language.Thesis