跨文化溝通是一個跨學科的領域，而跨文化溝通技能的提升除了可透過語言與文化相關課程之外，國際教育中的國際交流活動亦是重要的途徑。本研究之目的即在探討兩所臺灣小學國際交流活動（分別為臺日與臺新）對小學生跨文化溝通技能的影響。本研究以問卷（學習單）、半結構式訪談以及觀察法蒐集資料，由研究者觀察交流活動，撰寫田野札記，設計問卷，發放參與交流學生填寫，並訪談38位參與交流的學生。研究發現顯示國際交流活動有助於參與交流學生提升外語技能，覺察與運用非言語行為，運用社會語言學技能發現同一語言的區域差異，應用觀察與聆聽的技能，展現同理心，反思與改進人際關係，擴展溝通行為光譜。不過，學生外語能力不足阻礙聆聽技能的應用與人際關係的發展，同一語言不同區域的差異性導致溝通理解困難，跨文化人際關係技能亦需加強。最後，本研究根據研究發現提出六項針對教育實務與研究之建議。

Intercultural communication is an important interdisciplinary domain. To enhance students’ intercultural communication skills not only relies on language- and culture-related curriculum, but also depends on international exchange activities within international education. This research explored the possible effects upon students’ intercultural communication skills promoted by international exchange activities in two primary schools, one for Taiwanese–Japanese and the other for Taiwanese–Singaporean. Questionnaires, semi-structured interviews, and observations were employed to collect data. Field notes were also accompanied in observations, and worksheets were used for the questionnaires to collect students’ comments and reflections with 38 students were interviewed afterwards. The findings showed that international exchange activities did facilitate participants’ foreign language learning. The participants perceived and employed nonverbal behaviors, adopted sociolinguistic skills to discover the nuances of usage of a language between different countries. They applied observing and listening skills, expressed empathy, as well as reflected on and improved interpersonal relationship. They also expanded their spectrum of communication behavior. However, their incompetence of foreign language prevented them from applying listening skills well and hindered them to develop a good interpersonal relationship. The nuances of usage of a language between different countries led them to a comprehension difficulty, and their intercultural interpersonal skills needed improvement, too. Finally, some suggestions on educational practices and further research are followed.