As the COVID-19 became a pandemic, online reading sessions were replaced by face-to-face reading classes. Online learning especially reading classes faced some problems; these problems in online reading classes include motivation and anxiety; therefore, this study aimed to investigate the level of motivation and anxiety among students in an online reading class. This study included thirty-five sophomore students from Herat University's English department. Two questionnaires were designed to collect data on reading anxiety and motivation. The impact of online reading classes on sophomore students' reading anxiety and motivation during the covid-19 epidemic was measured using SPSS software. The relationship between reading motivation and reading anxiety was investigated using Pearson correlation. The study's findings reveal that participants had a high level of reading anxiety although they were strongly motivated to engage in the online reading class. However, there was a modest relationship between reading anxiety and reading motivation, suggesting that while students were eager to engage in online classes, COVID-19 and other online class-related characteristics made them anxious.