The increasing strong desire among non-native speakers to learn Arabic, coupled with the rapid technological advancement in our current era, necessitates an evaluation of the status of this field and the extent to which we utilize all available technological and technical resources. Upon careful consideration, we realize that despite the importance of leveraging smartphones and their applications in language education, and the significant role artificial intelligence plays in all aspects of our lives, studies linking these two subjects remain very limited. Therefore, this study is an attempt to fill the existing gap in this field.

The study took smartphone applications as a model for analysis and evaluation. It worked on creating a framework for assessing applications that teach Arabic to non-native speakers. It also diagnosed the reality of Arabic language learning apps available on Google Play and Apple Store, evaluating them according to this framework, then comparing them with some global language-learning applications. The study analyzed their strengths and weaknesses and examined the extent to which they utilize artificial intelligence capabilities. The goal was to reach conclusions that would benefit specialists and stakeholders in this field and help them develop these applications in a way that befits the Arabic language and attracts those eager to learn it.

The study concluded with several findings, including the variability in the quality of Arabic language learning apps for non-native speakers, with a predominance of weaker applications. The results also showed quality differences between Arabic language learning apps and global language learning applications, favoring the latter, especially regarding the use of artificial intelligence.

Keywords: Artificial Intelligence, Smartphone Applications, Arabic for Non-Native Speakers, Teaching Arabic, Mobile Learning