Reframing intercultural exchange through service-learning:A case of subtle English integration in Japan

English education can feel bittersweet for some Japanese college students. Although many aspire to speak English fluently, low confidence in their language abilities often discourages participation in global programs, particularly when English communication is presented as a central focus of the programs. This study reports the results of a small-scale exploratory study in which intercultural exchange was embedded more subtly within a service-learning program combined with an internship component, for the purpose of examining how students navigate the use of English and intercultural communication in a complex learning environment. Using pre- and post-program student surveys, the study applies content analysis to assess changes in expectations, perceived learning outcomes, and self-evaluated English confidence. The analysis reveals a shift in perceived learning outcomes. While students initially expected learning to come equally from intercultural exchange, internship tasks, and service-learning, post-program reflections show that intercultural communication became the central learning experience and was described as both the most challenging and the most rewarding aspect of the program. Students also reported a modest improvement in self-evaluated English confidence. In conclusion, the findings suggest that even when English is not foregrounded, strategically framed programs have a potential to produce meaningful intercultural exchange.