Smartphone applications have entered the field of language learning and teaching with great force. Global language learning apps have witnessed a significant increase in downloads and user numbers, and some have even begun to receive official recognition. However, applications specifically designed to teach Arabic to non-native speakers are still in their early stages and, in most cases, remain personal efforts. One of the reasons for this is the scarcity of studies focusing on smartphone applications for teaching Arabic to non-native speakers, including the optimal specifications and necessary standards such applications should meet.

Accordingly, this study seeks to address this gap in the existing literature. It aims to serve as a reference for developers and specialists working on the development of such applications, as well as for teachers when choosing apps to recommend to their students. It can also be a valuable resource for students themselves, and anyone interested in learning Arabic as a second language.

The study seeks to identify the essential characteristics, specifications, and standards that should be present in Arabic language teaching apps for non-native speakers to ensure they are effective and of high quality. This is done by examining both Arabic and international literature on smartphone applications for language teaching, extracting relevant points, and applying them to the field of teaching Arabic to non-native speakers.

The study categorizes these standards into three main areas:

1. Academic Standards, such as:

   • Accuracy and quality of content

   • Coverage of all language skills

2. Pedagogical Standards, including:

   • Interactivity

   • Engagement and immersion

   • Feedback

   • User performance reporting

   • Personalization and adaptability

3. Technical Standards, including:

   • Ease of use

   • Multimedia diversity

   • Design and attractiveness

The study highlights several key weaknesses found in many language learning applications, such as their focus on certain language skills while neglecting others, lack of interactivity and communication features, and an excessive emphasis on technical and technological aspects at the expense of academic and pedagogical ones. This is likely due to the fact that many of these applications are designed by individuals without expertise in the field.

Therefore, the study recommends a collaborative effort between educators, linguists, and technical experts to develop applications that reflect the esteemed status of the Arabic language and are capable of competing in the global market.

Keywords: Smartphone applications, mobile learning, teaching Arabic to non-native speakers.