This study examines the implementation of a global exchange project-based learning (PBL) program in a university-level English education context. By integrating online exchange, field-based interviews in the Philippines, and digital content production, the study explores how students engage in intercultural interaction through experiential learning. The study adopted a process-oriented perspective to examine how intercultural learning developed progressively through multiple stages of interaction, beginning with online exchange and extending to field-based engagement. Through interactions with local participants, students engaged in spontaneous communication, negotiated meaning, and explored cultural differences and similarities. In particular, field-based interaction provided qualitatively different learning conditions from online exchange by requiring learners to respond to unpredictability and negotiate meaning in authentic contexts. In addition, digital storytelling through student-generated video content and VR-based artifacts mediated reflective learning, enabling students to reinterpret their intercultural experiences. These findings suggest that global exchange PBL offers a process-oriented framework for integrating intercultural interaction and digitally mediated reflection in English language education.

1. INTRODUCTION
2. LITERATURE REVIEW
    2.1. Project-based Learning (PBL) in English Language Education
    2.2. Intercultural Interaction in Global Exchange Learning
    2.3. Conceptual Framework: Global Exchange PBL
3. METHODOLOGY
    3.1. Research Design
    3.2. Participants and Context
    3.3. Project Procedure
    3.4. Data Collection
    3.5. Data Analysis
4. RESULTS
    4.1. Online Global Exchange as a Scaffold for Intercultural Communication
    4.2. Interaction-in-context: Authenticity, Breakdown, and Adaptation
    4.3. Reflective Learning through Digital Content Production
5. DISCUSSION
    5.1. Intercultural Learning Through Global Exchange PBL
    5.2. Popular Culture as a Mediating Tool for Intercultural Communication
    5.3. Digital Storytelling as a Mechanism for Reflective Learning
6. CONCLUSION
REFERENCES

• Gyoomi Kim(Professor, Department of Foreign Language Studies, Semyung University; 65 Semyung-ro, Jecheon-si, Chungcheongbuk-do 27136, Korea)