This qualitative study explores learners’ perceptions of the sources of language anxiety in Chinese as a second language (L2) learning in online environments, and how they cope with it. Nine participants, all of whom experienced high levels of L2 anxiety, were selected from a group enrolled in synchronous online Chinese classes during the Covid-19 pandemic. Data were collected through semi-structured interviews and analysed using thematic analysis. The findings reveal that learning languages online presents a unique anxiety-provoking situation, resulting in several distinctive sources of L2 anxiety, such as a lack of self-discipline, difficulty adjusting to the transition, fear of online exposure, unnatural online environment for interaction, etc. In response, learners employed a variety of strategies, such as snacking, reviewing course recordings after class, seeking support from technology, and using other problem-solving techniques. Although online learning introduces new sources of L2 anxiety, learners actively engage in strategies to overcome these challenges, rather than passively accepting or avoiding them. The implications of these findings suggest that both learners and teachers should be aware of the prevalence of L2 anxiety in online environments, reflect on its causes and effects, and work to identify and address L2 anxiety early. Teachers can also modify teaching practices to foster an interactive and collaborative online community and offer asynchronous learning materials for support. Moreover, the universities and relevant institutions should support learners and teachers by offering training, distributing electronic devices, enhancing online teaching platforms, and restructuring course content and structures.
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