When English Isn’t Enough: Rethinking English Teaching in Indonesia Through Overseas Experiences

The global expansion of English presents significant challenges for non-native speakers navigating its use across diverse cultural contexts.Pursuing higher education in a foreign country requires skills to adapt and be aware of local cultures to communicate effectively, even when English is used as the medium of interaction.This study examined the communication challenges experienced by Indonesian students studying in India, where English is a second language.The study was grounded in Byram's Intercultural Communicative Competence (ICC) framework, focusing on intercultural knowledge, skills of interpretation and interaction, attitudes, and critical cultural awareness.This study employed a mixed-methods design, utilising a five-point Likert scale and open-ended questions through an online questionnaire to collect the data from Indonesian students in India.The data were analysed using descriptive statistics and content analysis, with ICC levels classified using established scoring criteria.The study involved 55 Indonesian students in India who met the participation criteria.Results showed a high overall level of ICC with a mean score of 3.76.Additionally, language-related challenges were the most prevalent, with 23 students reporting difficulties tied to accents, pronunciation, speech pace, and unfamiliar vocabulary.Cultural differences affected 21 students, who had difficulty interpreting body language, gestures, tone, and physical interaction norms, while 11 students reported no communication challenges during their stay in India.These findings suggest that language proficiency alone is insufficient without intercultural awareness; therefore, short-term pre-departure intercultural training and the long-term integration of cultural competence into English learning are needed to better support students' communication experiences abroad.