The objective of this research was to unravel the contributions of a set of bilogical, cognitive, social and affective individual differences including age, gender, foreign language anxiety, attitude, motivation, learning strategy, learning style and language aptitude on Iranian EFL productive skills through online instruction. To this end, from the accessible population, a sample of 158 Iranian male and female EFL learners were randomly selected from two language institutes in Isfahan. To ensure about the proficiency level of the participants, the researcher held a placement test and only 114 pre-intermediate level EFL learners were allowed to proceed in the study. Then, they took the pretests of IELTS speaking and writing tests. Afterwards, they were taught online. At the end of the experiment, post tests of IELTS speaking and writing tests were taken from the participants and the questionnaires were also distributed among them. Moreover, they participated in detailed interviews regarding their attitude, level of language anxiety and motivation in online class. The findings indicated that there was no significant relationship between age, gender, learning strategy, learning style variables and EFL learners' productive skills. However, significant relationships were found between attitude, motivation, and language aptitude variables and EFL learners' productive skills achievement. It was also found that there was a significant negative correlation between learners’ foreign language anxiety and their EFL productive skills. Implications for EFL teachers' online classes are also presented.
