This study presents an exhaustive analysis of the phonological, morphological, and pragmatic dimensions of an artificial intelligence (AI) application developed to facilitate the pedagogical dissemination of Arabic to non-native speakers. The research examines Arabits, a leading AI application created by the Alef Educational Institution, designed for Arabic language acquisition among non-native learners in the United Arab Emirates (UAE). The study evaluates the linguistic components embedded within Arabits and pedagogical framework, employing a descriptive-analytical methodology and focusing on operationalizing these components in practice. The findings of the survey yield significant insights. The application places a disproportionate emphasis on Arabic's phonological and orthographic aspects while marginalizing other fundamental linguistic elements. Also, language representation within the application may sometimes appear segmented, with opportunities for enhancing the connection to the natural flow of conversational interaction. Linguistic expressions and speech acts are occasionally introduced in isolation, which could benefit from a more explicit integration of social contexts and the pragmatic situations in which they are typically employed. Therefore, although Arabits possesses potential in Arabic language learning and teaching, its effectiveness depends on advancements in computational linguistics and the integration of more contextually grounded linguistic inputs.