Intercultural Communicative Competence (ICC) plays a crucial role in facilitating successful interactions across diverse cultural contexts. Over the past three decades, numerous models have been developed to guide individuals in navigating such encounters (e.g., Ladegaard, 2018; Arasaratnam, 2016). Among these models, Byram’s framework (1997, 2008; Byram et al., 2001) stands out as particularly noteworthy. Byram’s approach extends beyond mere language proficiency to encompass cultural dimensions of communication, making it especially relevant in intercultural settings (Matsuo, 2014). Rather than solely focusing on linguistic skills, Byram emphasizes the importance of effective communication in a foreign language with individuals embracing diverse cultural values, assumptions, and viewpoints.

Byram’s model delineates five variables, also known as savoirs, pivotal to Intercultural Communicative Competence (ICC). The first variable, attitude (savoir être), is characterized by “curiosity and openness, readiness to suspend disbelief about other cultures and belief about one’s own” (Byram, 1997, p. 91), necessitating the capacity to perceive the world through diverse perspectives. Knowledge (savoir), the second aspect, encompasses “knowledge of social groups and their products and practices in one’s own and one’s interlocutor’s country, as well as knowledge of general processes of societal and individual interaction” (Byram, 1997, p. 94), emphasizing comprehension of social dynamics and interaction mechanisms. Interpreting and related skills (savoir comprendre), the third aspect, denote the “ability to interpret a document or event from another culture, explain it, and relate it to documents or events from one’s own” (Byram, 1997, p. 98), highlighting the importance of assimilating and integrating new information with existing knowledge.

The fourth element, discovery and interaction skills (savoir apprendre/faire), encompasses the “capacity to gain new insights into a culture and its practices, and the ability to employ knowledge, attitudes, and skills in real-time communication and interaction” (Byram, 1997, p. 98), underscoring the interactive nature of the model. Finally, critical cultural awareness (savoir engager) is defined as “the aptitude to critically evaluate perspectives, practices, and products in one’s own and other cultures and countries, based on explicit criteria” (Byram, 1997, p. 101). This ideally fosters receptiveness to novel ideas and values. Individuals who develop ICC—known as intercultural speakers—are thus adept at “effectively and appropriately bridging their own cultural background with encountered cultural distinctions” (Young and Sachdev, 2011, p. 83).

The Experiential Learning cycle, introduced by Kolb and Plovnick (1974), outlines a systematic approach to learning through experience. The cycle begins with Concrete Experience, where learners immerse themselves in intercultural interactions, engaging in activities like role-playing scenarios or cultural immersion exercises. Subsequently, the Reflective Observation stage prompts learners to reflect on their experiences, often through journaling or group discussions, facilitating the internalization and understanding of their reactions and observations. Moving to the Abstract Conceptualization stage, learners integrate theoretical frameworks and concepts, such as Hofstede’s cultural dimensions, to contextualize their experiences within broader intercultural communication theories. Finally, the Active Experimentation stage encourages learners to apply their newfound knowledge and skills in real-world settings, promoting continuous learning and adaptation (Kolb and Plovnick, 1974). This cyclical process not only enhances learners’ intercultural competence but also fosters a deeper, more personal understanding of cultural diversity and communication dynamics.

Integrating Byram’s Intercultural Communicative Competence (ICC) model with Kolb and Plovnick’s experiential learning cycle provides a comprehensive framework for developing intercultural communication skills through practical experiences. Byram’s model emphasizes five key variables: attitude, knowledge, interpreting and related skills, discovery and interaction skills, and critical cultural awareness (Byram, 1997). These variables highlight the importance of adopting an open attitude, acquiring cultural knowledge, interpreting cultural cues, actively engaging in intercultural interactions, and critically evaluating cultural perspectives. Kolb and Plovnick’s experiential learning cycle, on the other hand, consists of four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation (Kolb, 1984). This cycle emphasizes the iterative process of learning through experience, reflection, conceptualization, and action. By integrating these models, learners can engage in experiential activities such as cultural immersion programs or intercultural group projects, reflecting on their experiences, conceptualizing strategies for effective communication based on Byram’s variables, and actively experimenting with new approaches in real-world intercultural interactions (Young and Sachdev, 2011). This integrated approach fosters holistic learning and development in intercultural communicative competence, empowering individuals to navigate diverse cultural contexts with confidence and effectiveness.

A multiple group pre-test and post-test quasi-experimental design was used.

The study targeted final-year undergraduate students from two public universities in Indonesia, specifically in Surakarta (16 participants) and Madura (15 participants). All eligible final-year students were invited to join the training program, which was structured as a standalone intercultural communicative competence module, separate from their compulsory academic courses. Inclusion criteria required participants to be in their final semester of undergraduate study, regardless of their specialization or major, and to possess proficiency in reading, writing, and understanding English. Students from lower academic levels (below year three) were excluded from the study.

Convenience sampling was adopted to recruit 31 enrolled final-year students. Determining the minimum sample size for quasi-experimental studies is crucial for ensuring adequate statistical power and validity of the results. Quasi-experimental designs often lack randomization, increasing the risk of biases and necessitating a sufficiently large sample size to obtain reliable results. A commonly referenced rule of thumb is a minimum of 30 participants per group for detecting medium effect sizes with sufficient power (Cohen, 1992). This benchmark is supported by additional research. For example, Bujang et al. (2017) and van Belle (2011) note that a minimum sample size of 30 per group is often used in preliminary studies to ensure sufficient power and reliability of statistical tests. Similarly, Julious (2005) and Adamu et al. (2018) emphasizes that having at least 12 participants per group is essential for a pilot study, but for full-scale quasi-experimental studies, at least 30 participants per group is recommended to achieve more robust findings. These recommendations underscore the importance of having an adequate sample size in quasi-experimental studies to enhance the internal and external validity of the findings.

The module was revamped into an experiential learning cycle (ELC) training module and introduced to students through a one-day workshop. This module delved into five parts: (1) Concrete Experience, (2) Reflective Observation, (3) Abstract Conceptualization, (4) Active Experimentation, and (5) Debriefing and Closing, requiring approximately 6 h, including preparation time, as mandated for this communication module. The content of the module is based on Byram’s (1997) model and data from a previous study on intercultural communicative competency among Indonesian migrant workers in Malaysia (Djatmika et al., 2024). During the workshop, students and facilitators convened face-to-face, adhering to the prescribed guidelines. Eighty percent of the original didactic face-to-face workshop content was transformed into an iterative learning process involving experience, reflection, conceptualization, and action, delivered within an integrated face-to-face learning environment. To bolster students’ engagement with the course material, various activities, simulations, discussion forums, and reflection exercises were incorporated into the training program. In an effort to infuse theoretical content with practical significance, face-to-face lectures presented authentic intercultural scenarios relevant to the topics covered. Role-playing and multimedia served as the primary pedagogical tools for experiential learning during these sessions. Students’ intercultural competencies were evaluated through both formative assessments, including class participation, and summative assessments involving authentic evaluations. The latter encompassed the analysis of real-life intercultural communication scenarios through video analysis and role-playing exercises.

The study utilized the Experiential Learning Cycle (ELC) instrument, an 11-item, 7-point Likert scale, to assess students’ expectations prior to exposure (pre-test) and their actual experiences following exposure (post-test) to the ELC. The total score range for this scale is 11–77 points. The ELC is divided into four dimensions: Concrete Experience (two items), Reflective Observation (three items), Abstract Conceptualization (three items), and Active Experimentation (three items). Higher scores indicated higher experiential levels. The Cronbach’s alpha reliability coefficients for this instrument were 0.70 at pre-test and 0.89 at post-test, indicating a significant improvement in internal consistency. While the pre-test showed moderate reliability, the post-test reflected strong consistency, likely due to better item alignment or increased respondent familiarity with the construct, making the instrument more reliable after the intervention.

Additionally, the study employed the Intercultural Communicative Competence Scale (ICCS) developed by Byram (1997). This 25-item, 7-point Likert scale, with a total score range of 25–175 points, was used to measure students’ competency in the intercultural communication module before (pre-test) and after (post-test) the training module. The ICCS is categorized into five dimensions: Attitudes (five items), Knowledge (five items), Interpreting and Related Abilities (five items), Discovery and Interaction Skills (five items), and Critical Cultural Awareness (five items). Higher scores corresponded to greater levels of intercultural communicative competence. The Cronbach’s alpha values for the ICCS improved from 0.83 at pre-test to 0.91 at post-test, reflecting enhanced internal consistency. While the pre-test indicated good reliability, the post-test demonstrated even stronger consistency, likely due to refined item alignment or increased participant familiarity with the construct after the intervention.

In addition, face validity was conducted for all items of ELC and ICCS in the measurement to ensure they appeared relevant and appropriate for assessing the intended construct. This process involved expert review, which is a common approach for establishing face validity (Taherdoost, 2016), confirming that the items were clear, understandable, and aligned with the study’s objectives, enhancing the instrument’s overall credibility.

The study design included a pre-test and post-test data collection procedure. One week prior to the intervention program (a one-day training workshop), a questionnaire survey was distributed to the participants. Detailed explanations were provided regarding the data collection process, the level of involvement required, and the signing of informed consent forms. Emphasis was placed on voluntary participation, clarifying that choosing not to participate would not affect their learning journey. Each participant provided written informed consent. Participants were informed about their participation in the one-day intercultural communicative competence workshop and were instructed to complete a second round of questionnaires immediately after the workshop (post-test).

The institutional review board granted ethics approval prior to the initiation of the study. Written consent was obtained from each participant before data collection commenced. The study adhered rigorously to the ethical principles of beneficence, justice, and respect for participants throughout. All students were equally eligible to participate, and those who chose not to take part experienced no adverse effects on their learning experience.

Using IBM SPSS version 29.0, data were analyzed with a significance threshold of p < 0.05. The listwise deletion method managed missing data. To illustrate demographic information, descriptive statistics such as means, frequencies, and standard deviations were employed (Mohamad et al., 2022). Mean and frequency differences were employed to present scores from the Experiential Learning Cycle (ELC) and Intercultural Communicative Competence Scale (ICCS). Correlations and paired t-tests examined relationships between demographic variables and outcomes. Percentages illustrated experiential levels with the module (Table 1).

In this study, the physical training workshop activities were carefully aligned with face-to-face interactions, likely contributing to the students’ high experiential levels with the ELC. The implementation of student-centered teaching approaches, which took into account various learning styles (Fleming, 2001), played a significant role. As observed in previous studies (Norgaard et al., 2012; Ammentorp et al., 2007; McConville and Lane, 2006), participants exhibited improved self-efficacy in communication skills. Additionally, providing timely feedback on each student’s engagement was identified as a crucial component of the ELC’s success.

The Concrete Experience part, involves learning through direct experience and participation. This mode of learning is essential for developing practical skills and gaining first-hand knowledge. The significant increase in Concrete Experience scores indicates that the intervention successfully provided opportunities for participants to engage in hands-on activities, which are crucial for experiential learning. Participants also engaged in role-playing exercises designed to analyze real-life scenarios and practice communicating with individuals from different cultures. This approach likely provided them with contextualized information, enhancing their learning experiences (McConville and Lane, 2006; Mafinejad et al., 2017). Incorporating authentic case scenarios and using actors to add realism have been recommended to improve self-efficacy in communication skills (Pike and O'Donnell, 2010).

Reflective Observation is a key component of Kolb’s experiential learning cycle, involving the observation and reflection on experiences from various perspectives (Kolb, 1984). The lack of significant improvement in the post-test data suggests that the real experiences during the training matched participants’ expectations from the pre-test data. However, the findings also imply that the intervention may not have adequately emphasized reflective activities or enhanced participants’ actual experiences. To improve this aspect of learning, reflective practices such as journaling, group discussions, and debriefing sessions could be integrated more thoroughly (Boud et al., 1985). Additionally, feedback—both verbal and from peers and facilitators during face-to-face sessions—along with practice opportunities, likely helped alleviate participants’ anxiety and boost their confidence in their communication skills.

Abstract Conceptualization involves developing theories and models to explain observations and experiences (Kolb, 1984). The insignificant change suggests that the pre-test expectations were consistent with the post-test data (real experiences). Although improvements in experiential learning were anticipated, the findings indicate that the intervention may not have sufficiently promoted theoretical and conceptual understanding. Incorporating activities that require students to create and apply theoretical models, such as case studies or concept mapping, could enhance this aspect of the learning process (Ausubel et al., 1978). The non-significant changes in these areas suggest that while the intervention improved concrete experiences, it may not have adequately addressed reflective and abstract thinking processes.

Active Experimentation involves applying new ideas to solve problems or make decisions (Kolb, 1984). Although the pre-test data on participation expectations were consistent with the real experiences reported in the post-test, the lack of significant change in this domain suggests that the intervention may not have provided adequate opportunities for participants to apply what they learned in a practical, hands-on manner. It is possible that the intervention emphasized theoretical knowledge and reflective practices more than it encouraged active, experiential activities. This finding highlights a potential area for improvement in the intervention design. To enhance Active Experimentation, future interventions could incorporate more project-based learning, simulations, or real-world problem-solving activities. Such methods have been shown to effectively develop students’ abilities to apply knowledge in practical contexts (Prince, 2004).

In conclusion, Kolb’s Experiential Learning Cycle (1984) posits that learning is a continuous process involving four stages: Concrete Experience, Reflective Observation, Abstract Conceptualization, and Active Experimentation. The increase in the Experiential Learning Cycle Scale indicates the intervention positively impacted participants’ engagement and benefit from the learning process. The significant improvement in the scale scores suggests the intervention promoted balanced development across all four stages. This aligns with research showing that educational programs with diverse activities tailored to each stage of Kolb’s cycle enhance learning outcomes (Yardley et al., 2012). The results underscore the importance of comprehensive curriculum design addressing all stages of Kolb’s cycle, promoting holistic learning. Educators should aim for incremental enhancements across the learning cycle to achieve cumulative improvements in students’ outcomes. The findings are supported by existing literature on experiential learning and educational effectiveness.

Participants enhanced their attitudes toward intercultural communicative competence skills after the training workshop, highlighting the significance of effective intercultural communication for professionals working abroad. The intercultural communicative competence module was conducted as a one-day workshop for final-year students, as recommended in the literature, given that most participants had limited prior experience with intercultural communication or exposure to other cultures. The face-to-face component of the redesigned module included experiential learning activities such as simulations and role-playing exercises, which involved authentic scenarios. These activities likely stimulated students’ curiosity and provided essential exposure to future professional expectations (Rees and Garrud, 2001). Additionally, the reflection component utilized discussion forums to foster collaboration in both individual and group settings (Herrington et al., 2010). Consequently, the varied exposure through the Experiential Learning Cycle (ELC) likely influenced students’ attitudes toward the importance of acquiring intercultural communication skills.

The results strongly indicate that the training module was highly effective in enhancing participants’ intercultural communication skills. Specifically, the improved attitudes reflect participants’ feelings, beliefs, and predispositions toward intercultural communication and experiential learning. Positive attitudes are essential for effective learning and intercultural competence, as they boost motivation, engagement, and willingness to participate in learning activities (Ajzen, 1991). This improvement aligns with the Theory of Planned Behavior, which asserts that attitudes significantly influence individuals’ intentions and behaviors (Ajzen, 1991). Research shows that educational interventions aiming to improve intercultural competence often focus on cultivating positive attitudes toward cultural diversity and cross-cultural engagement (Bennett, 2009). Deardorff (2006) emphasizes that traits like openness, curiosity, and respect are fundamental to intercultural competence. The significant increase in attitude scores suggests that the intervention successfully nurtured these positive dispositions, crucial for effective intercultural interactions (Deardorff, 2006).

Second, the significant increase in knowledge scores suggests that the intervention effectively conveyed important concepts, enhancing participants’ cognitive understanding of intercultural competence. Acquiring knowledge is crucial, particularly during the Abstract Conceptualization stage, where learners integrate their experiences into theories and concepts (Kolb, 1984; Byram, 1997; Moon, 2006). The substantial improvement in knowledge scores supports this theory, indicating that the intervention successfully provided opportunities for participants to learn and internalize new information (Deardorff, 2006). Research on intercultural competence further underscores the importance of knowledge acquisition, including understanding cultural differences, communication styles, and cultural self-awareness as essential components (Deardorff, 2006; Soedarsono et al., 2020; Fantini, 2009). This aligns with previous studies highlighting the role of intercultural training in developing cognitive and affective skills necessary for effective intercultural interactions (Byram, 1997; Kolb, 1984; Bennett and Bennett, 2004). Effective intercultural training programs often focus on enhancing these aspects to foster better intercultural understanding and communication (Fantini, 2009; Deardorff, 2006). Furthermore, incorporating interactive and digital tools to address evolving learner needs is essential for maintaining the relevance and effectiveness of ICC training, particularly in diverse educational environments, especially within higher education (Talan et al., 2024; Palacios-Rodríguez et al., 2025).

Third, the significant improvement in interpreting and relating abilities indicates that the intervention successfully developed participants’ interpretive skills, which are vital for effective intercultural communication. According to Kolb’s Experiential Learning Theory, interpreting and relating are key stages in the learning cycle, particularly during Reflective Observation and Abstract Conceptualization (Kolb, 1984; Byram, 2009; Moon, 2006; Kolb and Kolb, 2009). This notable enhancement aligns with the theory, suggesting that the intervention offered valuable opportunities for participants to reflect on their experiences and gain a deeper understanding of intercultural interactions (Deardorff, 2006; Bennett and Bennett, 2004). These interpretive skills are essential for navigating and understanding cultural differences, ultimately facilitating effective communication and interaction in diverse contexts (Bakar et al., 2016; Bakar et al., 2007; Deardorff, 2006; Fantini, 2009; Bennett, 1993; Spitzberg and Changnon, 2009). The development of these skills is crucial for fostering intercultural competence and improving the quality of interactions in multicultural settings (Byram, 2009; Deardorff, 2006; Hammer et al., 2003).

Fourth, the significant improvement in discovery and interaction skills suggests that the intervention effectively developed these competencies, enabling participants to engage and interact proficiently in intercultural contexts. Experiential Learning Theory highlights the importance of active engagement and experimentation in the learning process (Kolb, 1984; Byram et al., 2001; Kolb and Kolb, 2005; Moon, 2006). The substantial progress in these skills supports this theory, indicating that the intervention provided participants with opportunities to actively explore and interact with diverse cultural contexts (Kolb, 1984; Bennett and Bennett, 2004; Kolb and Kolb, 2009). According to Deardorff (2006), discovery and interaction skills are essential for intercultural competence, as they help individuals navigate new cultural environments, build meaningful relationships across diverse backgrounds, and adapt their behavior to fit different cultural norms (Deardorff, 2006; Fantini, 2009; Hammer et al., 2003). These skills are further emphasized in intercultural communication research, which underscores their role in facilitating effective and meaningful interactions in multicultural settings (Spitzberg and Changnon, 2009; Byram, 1997; Bennett, 1993).

Fifth, the significant increase in critical cultural awareness scores indicates that the intervention effectively deepened participants’ understanding of these complexities. Kolb’s Experiential Learning Theory (1984) supports this development by emphasizing reflective observation and abstract conceptualization (Kolb, 1984; Byram, 2008; Kolb and Kolb, 2009; Kolb and Kolb, 2017). The notable improvement aligns with this theory, suggesting that the intervention enabled participants to reflect on their cultural experiences and gain a critical perspective on intercultural issues (Deardorff, 2006; Fantini, 2020). Critical cultural awareness is vital for intercultural competence as it encompasses understanding the social and political contexts influencing cultural interactions and engaging in critical self-reflection (Deardorff, 2006; Byram, 1997; Fantini, 2020; Spitzberg and Changnon, 2009). This awareness allows individuals to navigate complex intercultural scenarios more effectively, promoting better communication and understanding in diverse settings (Byram, 2008; Hammer et al., 2003; Jackson, 2019).

Overall, Kolb’s Experiential Learning Theory (1984) underpins the development of intercultural communicative competence (Byram, 1997) by emphasizing concrete experience and active experimentation. The significant improvement in intercultural communicative competence (ICC) supports this theory, suggesting that the intervention successfully allowed participants to engage in real-world intercultural interactions and apply their learning practically (Kolb, 1984; Byram and Golubeva, 2020). In alignment with earlier research (Norgaard et al., 2012; Ammentorp et al., 2007; McConville and Lane, 2006), participants demonstrated enhanced self-efficacy in communication skills. ICC is a multifaceted construct encompassing attitudes (e.g., openness, respect), knowledge (e.g., cultural self-awareness, in-depth cultural understanding), and skills (e.g., listening, observing, interpreting). The significant increase in ICC scores indicates that the intervention effectively addressed these components, equipping participants with the tools needed for effective cross-cultural communication (Deardorff, 2006).

The study highlighted the importance of a comprehensive approach to Intercultural Communicative Competence (ICC) that integrated attitudes, knowledge, skills, and critical cultural awareness. Effective ICC workshops, as evidenced by the study, should have focused on nurturing attitudes of curiosity, openness, empathy, and respect toward diverse cultures (Byram, 1997, 2008). These workshops aimed to foster a nuanced understanding of cultural differences and similarities, enabling participants to apply communicative and interactional skills effectively (Byram, 1997, 2008). Furthermore, the workshops stressed the importance of promoting critical cultural awareness by encouraging reflection on power dynamics, stereotypes, and biases, which deepened participants’ understanding of cultural complexities (Byram, 2008).

The significant improvement observed in the study underscored the need for educators to design curricula that incorporated all stages of Kolb’s Experiential Learning Cycle—Concrete Experience, Reflective Observation, Abstract Conceptualization, and Active Experimentation (Kolb, 1984; Byram, 2008). This approach ensured a comprehensive learning experience through hands-on activities, critical reflection, and theoretical application. To enhance ICC, educators were encouraged to integrate interactive learning methods such as role-plays and simulations, along with ongoing practice and feedback (Deardorff, 2006; Byram, 1997). The study suggested that curricula should be structured to promote openness, respect, and practical intercultural skills, with assessments aligned to evaluate attitudes, knowledge, and skills related to ICC (Deardorff, 2006; Byram and Golubeva, 2020). By applying these principles, educators could better prepare students for effective communication and interaction in diverse cultural settings, thereby fostering global citizenship and understanding.

This study has several limitations that must be acknowledged. Firstly, the small sample size restricts the generalizability of the findings, making it difficult to apply the results to broader populations (Cohen et al., 2002). As a result, the insights gained may not fully represent the diverse experiences of all students in higher education. Additionally, the study’s focus on a specific context may limit its applicability to different educational environments or cultural settings. Future research could address these limitations by exploring how experiential learning pedagogy can be adapted for larger and more diverse populations. Furthermore, investigating the integration of digital elements into intercultural communication training may provide valuable insights into enhancing these competencies across various educational contexts.