This study reports on an innovative course that integrates Project-Based Learning (PjBL) and Problem-Based Learning (PmBL) into a freshman English listening-and-speaking class at a Taiwanese university of technology. In collaboration with a sister university in Thailand, the course incorporates a 9-week Collaborative Online International Learning (COIL) module in which cross-national student teams complete project-based tasks. During the subsequent 9 weeks, instruction shifts back to the classroom and adopts a PmBL model to strengthen problem-solving abilities and practical language use. This hybrid design merges project-based and problem-based pedagogies to enhance communicative fluency and intercultural understanding. Employing a mixed-methods approach, the study utilized quantitative scales for intercultural sensitivity (pre/post-test), teamwork, and course effectiveness. Qualitative data were gathered via semi-structured interviews and institutional teaching evaluations to explore self-perceived linguistic gains and challenges. Results indicated significant gains in intercultural sensitivity, particularly among Thai students, and high satisfaction with team interaction (Thai: 4.12; Taiwanese: 3.87 on a 5-point Likert scale). Participants reported improved listening and speaking skills, valuing the digital synergy for fostering creativity and authentic interaction. The findings highlight the potential of CALL-mediated telecollaboration to support cross-border experiential learning and offer a scalable pedagogical model for technology-enhanced EFL instruction.