Abstract:

Learning process for adults is generally accompanied by multiple challenges, such as time constraints (they often have to multitask, dedicating their time to their job, family, and other responsibilities), learning style differences, fear of failure, and issues with motivation. These challenges become even more difficult to overcome when you are an international student and must navigate cross-cultural issues. Adult learners from diverse cultural backgrounds face challenges that extend beyond language acquisition, including variations in communication styles, learning preferences, and cultural norms.

This study explores the role of cross-cultural communication skills in adult foreign language education and assesses the impact of culturally responsive teaching practices on learner engagement, understanding, and overall learning outcomes.

A mixed-methods research design was used at BAU International University, Batumi. Quantitative data were gathered through structured questionnaires given to adult foreign language students, while qualitative data came from semi-structured interviews with university instructors. During data collection, the focus was on perceptions of cross-cultural interaction, teaching methods, and classroom communication patterns.

The results show that integrating cross-cultural communication strategies significantly boosts learner engagement, decreases misunderstandings in the classroom, and creates a more inclusive learning environment. Teachers reported better student participation and interaction, while students showed increased confidence, motivation, and understanding.

The study concludes that cross-cultural communication competence is essential for effective adult education in international settings. Practical, evidence-based suggestions are offered for educators and curriculum developers to support culturally diverse adult learners and improve teaching effectiveness in multilingual and multicultural classrooms.

Keywords:

Adult learners, cross-cultural communication, foreign language education, intercultural competence, engagement.