Abstract
BACKGROUND: Learning apps can be helpful to non-native language learners in learning Arabic, which includes speaking, writing, and speaking exercises. When learners become better in the language, they become more confident in interacting with the community, thus affecting their Cultural Intelligence (CQ) and Acculturation (AC). This study aimed to explore the relationship between the CQ and AC among non-native learners of Arabic. Additionally, the study aimed to investigate the potential impacts of learning apps and gender. METHODS: This study used a correlational approach, involving a sample of 102 non-native Arabic language learners in Jordan. To assess these factors, this study used the Cultural Intelligence Scale and the Acculturation Survey. RESULTS: The findings of this study revealed a positive correlation between the CQ and AC. Furthermore, the use of apps can provide CQ and AC levels. In addition, the study determined that gender did not play a significant role in influencing learners. CONCLUSION: the utilization of educational apps has been shown to enhance both CQ and AC. Thus, it is imperative to encourage learners to engage with these apps, as they foster cultural awareness, thereby facilitating the process of learning Arabic.