Computer-assisted language learning (CALL) has emerged as a pivotal instructional approach in foreign and second language education programs. The COVID-19 pandemic and the consequent practice of social distancing have necessitated the increased utilization of this effective strategy by language educators and learners to achieve their educational objectives. However, due to demographic and individual variations, language students may experience computer anxiety, a psychological barrier that can negatively impact their learning process. This study investigates the effects of psychological and sociological variables on computer anxiety among learners of Persian as a second language. The participants were randomly selected from a Persian Language Center, comprising a total of 94 language learners (41 males and 53 females). Data were collected using the Computer Anxiety Rating Scale and the Myers-Briggs Type Indicator. The findings revealed that introverted, sensing, and feeling personality types experienced heightened levels of computer anxiety. Notably, the study did not establish a statistically significant relationship between the participants’ demographic variables (native language, age, and gender) and their level of computer anxiety. This research holds potential implications for enhancing language teaching and learning practices by addressing the issue of computer anxiety among second language learners.