The rise of AI-driven technologies in the Information Age has profoundly impacted various fields, particularly education. This is especially evident in Foreign Language Acquisition (FLA), where AI-powered tools such as ChatGPT have demonstrated to be particularly efficient in alleviating anxiety and providing a more personalised and differentiated instruction compared to traditional methods (Hsu et al., Interactive Learning Environments 32 (6): 3060–3078, 2024). However, while research has largely focused on ChatGPT’s role in language learning, its potential in intercultural education and cross-cultural communication remains underexamined (Baskara and Mukarto 2023). The present essay addresses this gap by investigating ChatGPT-4’s effectiveness as an Intelligent Dialogue-based Tutoring System (IDTS) ( Kim et al. 2023) in supporting both Foreign Language (FL) and Intercultural Competence (IC) among Modern Language university students (primarily English L1 speakers) learning Italian and Chinese across different proficiency levels (A1–A2, B2, C1). Student-ChatGPT interactions were structured around three distinct prompts tailored to each proficiency level, with idioms serving as the central intercultural topic of conversations to assess ChatGPT-4o’s ability to support both intercultural and linguistic competence (Wang and Luo 2021) at the same time. Conversations were qualitatively analysed across four main aspects: (1) linguistic (2) comprehension and engagement (3) intercultural, and (4) pedagogical. Findings highlighted ChatGPT-4o’s adaptability to learners’ proficiency levels within a supportive environment. However, limitations were also identified, including inconsistencies in corrections and feedback, occasional conversational drift, overstimulation, and infrequent cultural comparisons. This research contributes to the discourse on ChatGPT as a tool for Foreign Language Education (FLE), addressing both its opportunities and challenges.