Studies using social learning platforms have received much attention in recent years. This chapter investigates learners’ perceptions of the effectiveness of a digital tool called Perusall in improving the reading comprehension of students of Arabic as a Foreign Language (AFL) during COVID-19. It will also examine if the Perusall app strengthens students’ understanding of Arabic reading strategies. For instance, whether the tool helps students recognize words’ meanings using the Arabic derivation system, schemata, the student's own knowledge background, or a combination of these strategies. Cultural-Historical Activity Theory (CHAT) was utilized to explore how AFL students used Perusall to further their learning effectively. Data were collected using a qualitative approach from 10 AFL students by conducting semi-structured interviews. The results show that the intermediate AFL learners were able to apply AFL reading strategies to derive word meaning and create a digital community where students learned together, collaboratively, via Perusall. Activity theory Arabic as a foreign language Technology-enhanced reading Peer feedback Reading strategies