Overcoming the ICC gap: integrating digital multimodal composing and project-based learning for Asian EFL learners

In an increasingly interconnected world, Asian learners of English as a Foreign Language (EFL) often struggle to develop the readiness and confidence required for Intercultural Communicative Competence (ICC), despite achieving high scores on standardized English exams. To address issues regarding learner engagement, limited cultural interaction, and technological ownership, the purpose of this study investigates the integration of non-Generative AI Digital Multimodal Composing (DMC) within a modified Project-Based Learning (PBL) framework. To meet the labor market’s demand for business students capable of diverse intercultural dialogue, this study designed innovative instructional interventions by adding Orientation (preparation) and Rehearsal (practice) phases prior to the standard Engagement and Reflection phases of PBL process. Grounded in Byram’s ICC model, this study using qualitative methodology engaginig 84 Asian students majoring in Business and Information in intercultural dialogues with peers from including France, Malaysia, Indonesia, Haiti, Vietnam, Japan, South Africa, and Russia – to produce 24 DMC videos. The findings of the qualitative analysis of the video artifacts, focus group interviews, and critical reflections revealed that students demonstrated high levels of intercultural knowledge, attitudes, and skills of interpreting and discovery in culturally distinct practice in Halal culinary preferences. However, challenges remained regarding the comprehension of diverse English accents and the sustainability of critical cultural awareness. The study adds values that ICC development requires a decolonized approach to different English voices to foster diversified auditory literacies, thereby supporting learners in navigating cultural differences with greater confidence. Implications for curriculum design are discussed to promote more nuanced and culturally responsive competence in global academic contexts.