This research will focus on instructor presence and feedback and explore how the two factors influence student satisfaction regarding learning the Arabic language. More specifically, the study will dwell on how far the level of instructor interaction (feedback, or its frequency, among others) shapes learner engagement, satisfaction, and preference for online modes of instruction. Primary data has been collected from 121 participants through an online survey containing Likert-scale quantitative questions and open qualitative responses. According to them, good feedback makes the students more satisfied and committed to studying because the idea of preference for online degree education has been gaining importance more than traditional in-person learning. It should therefore bring forth more reliance upon efficacious norms of online pedagogy. Results indicated that the role of the instructor support has direct effects on the immediate effects of learning, and it can also have implications for long-term language acquisition and retention. This study will be very helpful in supporting educators and institutions that need to enhance the provision of online Arabic language learning as it gives them some direction for future studies to further understand the changing dynamics of teacher intervention in online learning scenarios.