The coronavirus disease 2019 (COVID-19) outbreak has forced a sudden transition from face-to-face learning to online learning in higher education. This circumstance challenges university students to be more selfdirected in learning with relatively minimum assistance from their lecturers or peers. Therefore, it is becoming increasingly important to conduct a study on the issue of learner agency which remains little explored. The present study aimed at investigating the agency of first-year university students in online learning of Arabic as a foreign language. In particular, this study examines their intention, motivation, self-regulation and selfefficacy in online learning of Arabic delivered synchronously by using Google Meet and asynchronously by using Edmodo. An exploratory research method was employed in the study with the participation of 76 firstyear university students at an Islamic public university in Jakarta, Indonesia. Results of the study reveal that first-year university students have a relatively high intention, motivation, self-regulation and self-efficacy in Arabic online learning. Looking these findings into more detail, however, the students seem to have limited information and preparation to achieve their goals, are undermotivated to speak with native Arabic speakers, have shallow learning commitments, and are less likely to believe their performance. One of the practical implications that emerge from this study is to introduce first-year university students to a variety of strategies for learning Arabic in more self-directed ways, and this may be supported by lecturers as to not only delivering content but also promoting skills during their teaching practices.