This article aims to fill the research gap as regards the effectiveness of artificial intelligence tools in Arabic grammar teaching and learning, like Taskeel. Although AI is becoming common in language instruction, there is a lack of work done in dealing with mastering the subtleties of Arabic syntax and diacritical rules. This research aims at addressing this lack of understanding by investigating how AI can lead to better student comprehension and learning outcomes, especially for non-native speakers, and the hazards associated with reliance on such technology. We used a mixed-methods research design incorporating both quantitative and qualitative methods. Training material: This data was collected by pre and post-tests that measured improved grammatical skills in students applying AI tools. This was complemented by the qualitative side, through interviews with educators and students, who shared their own experiences of AI-enhanced learning. Arabic Language Learners were purposively chosen to serve the intended purpose of the research study. Results showed clear progression in performance of students from 55% pre-test to 85% post-test. Real-time feedback of AI tools helped educators and students to better understand complex grammatical topics, all led to a larger gain in learning efficiency and student engagement. This research was able to conclude that AI tools such as Tashkeel can significantly contribute to the improvement of Arabic grammar learning and thus aid in autonomous learning through delocalized resources regarding the automation of recurring activities and the provision with tailored tips. Although, it is advisable to use a combination of both teaching methods (with an empirical approach) as opposed to depending on AI completely.