Müezzin, A.D.Jesry, M.Ateek, M.Heron, M.Abdullah, A.Ajam, S.2025-02-152025-09-172025-02-152025-09-1720232630-60692651-5083https://doi.org/10.26650/di.2023.34.1.1190007https://hdl.handle.net/20.500.12514/9529Since (and particularly during) the Covid-19 pandemic, online teaching and learning methods have been adopted worldwide by educational institutions to meet the needs of students; Teaching Arabic as a foreign language is no exception. This study aims to investigate learners' and teachers' perceptions of learning and teaching Arabic as a foreign language online and the extent to which online learning supported the development of learner autonomy. This study was conducted at two Turkish universities that teach Arabic language as a foreign language. Data was collected through semi-structured online interviews with teachers and students of Arabic and diaries from teachers and students. Findings suggest that although online education promoted learner autonomy, it complements face-to-face education rather than replaces it. Findings also reveal that social media has a role in supporting online learning and that there is a need for more training for teachers in technology and curriculum. Based on the results, a set of pedagogical implications and recommendations for language teachers and policy makers are discussed. © 2023 Istanbul Universitesi. All rights reserved.en10.26650/di.2023.34.1.1190007info:eu-repo/semantics/openAccessLanguage TeachingOnline Language LearnersOnline Language TeachersOnline Language TeachingTeaching Arabic As A Second LanguageArticle2-s2.0-85218763292