This study reexamines various foreign language anxiety (FLA) predictors that may be applicable to the Southeast Asian and Thai contexts beyond the dimensions initially validated by Horwitz et al. (1986) and Cheng (2004). This study explores two frameworks, namely, the Foreign Language Classroom Anxiety Scale (FLCAS) (Horwitz et al., 1986) that measures classroom speaking anxiety, and the Second Language Writing Anxiety Inventory (SLWAI) (Cheng, 2004) that samples writing anxiety across three factors (i.e., somatic anxiety, avoidance behavior, and cognitive anxiety). The present study sought to understand how the online classroom apparatus during the context of the COVID-19 pandemic affected the degree of FLA towards productive skills (i.e., classroom speaking and writing) among Thai learners of English in two universities. The field work took place over a period of four months and used questionnaire data from 44 students. Individual focus groups were conducted with two professors teaching academic English. Content analysis of the qualitative data identified emerging themes. The results suggest that further research on FLA predictors in the Thai classroom could include dimensions such as that of perceived disharmony, perceived unpredictability, and exteriority of emotional life.