In the digital era, AI-powered educational applications have emerged as essential tools that facilitate interactive and personalized learning experiences. This study evaluates the usability of such applications in the context of Arabic language learning for non-Arabic speakers. Focusing on five key dimensions—effectiveness, efficiency, engagement, learnability, and satisfaction—the research employs a mixed-methods approach, integrating quantitative surveys and practical usability tests with qualitative insights from in-depth interviews. Descriptive statistics, Pearson correlation, and one-way ANOVA will be performed to measure and compare the performance of all AI-supported tools. Results highlight the place of usability, stating that well-designed interfaces and designs add more to the engagement of the learner and overall satisfaction. The study highlights persistent challenges that revolve explicitly around the efficiency and adaptive design of the system that will need further refinements. Improving the identified usability gaps would result in future AI applications being a channel of more effective and inclusive language education parallel to traditional methods in regular learning environments that eventually enhance learners’ proficiency and confidence.