<![CDATA[The increasing academic mobility between Taiwan and Indonesia has strengthened the importance of Indonesian Language Instruction for Foreign Speakers (Bahasa Indonesia bagi Penutur Asing—BIPA) in developing learners’ intercultural communicative competence. This study aims to analyze the daily cultural differences between Taiwanese and Indonesian students and examine their implications for BIPA instruction. A qualitative library research design was employed by reviewing and synthesizing scholarly publications published between 2021 and 2026. The collected data were analyzed using qualitative content analysis. The findings identify four major cultural dimensions influencing BIPA learning: directness of speech, hierarchical marking, face-saving orientation, and non-verbal communication. These differences contribute to pragmatic transfer, where Taiwanese learners produce linguistically accurate but pragmatically inappropriate expressions due to the influence of their first-language cultural norms. The findings also indicate that effective BIPA instruction should integrate cultural knowledge with language learning through authentic communication, comparative cultural activities, explicit pragmatic instruction, and intercultural reflection. Integrating these components into BIPA curricula and learning materials is expected to improve learners’ communicative competence and intercultural awareness while supporting more meaningful Indonesian language learning.]]>
