This study is prompted by an issue crucial to the field of Arabic instruction as a category-four-language; namely, how do we, as Arabic instructors, achieve the balance between time limitations imposed by classroom context, on the one hand, and developing an overall oral proficiency, on the other hand? The study supports incorporating network-based technology in teaching Arabic as a foreign language. It proposes that oral proficiency, in particular, dramatically improves with digital pedagogies such as ‘Google+ Hangouts’ with its multifunctional interaction tools (screen sharing, chatting, etc.) and ‘Blackboard Voice Board’. These tools have made learning uniquely interactive, intuitive, inexpensive, and inviting for both students and teachers. Moreover, they have helped overcome time limitations imposed by classroom context, and provided a balance between vocabulary building and enhancing speaking skills. This is because they provide the individual student with more speaking opportunities, in pairs or in small groups, and task-based follow-up exercises, which then allow for constructive and structured feedback from the teacher. The study discusses digital tools in the light of the proficiency-based theoretical framework. It introduces these tools and offers to explain the following: their pedagogical implications, their use as platforms for communication, ways to create interactive classroom activities using a variety of language functions and contexts; giving specific examples of the actual experience with these tools from Arabic beginning and intermediate-level language courses; suggesting activities fit for each tool and appropriate for students’ levels based on the model of ‘backward design’ and proposing a rubric for both efficient feedback guidelines and assessment. The study concludes with the benefits of these tools on the pedagogical, psychological /attitudinal, communal, global and administrative levels.