Given that the third dimension of global competence (engaging in open, appropriate, and effective interactions across cultures) is primarily concerned with equipping students with skills to communicate, it has already been established above that the foreign language lesson is one of the most suitable terrains for developing students’ global competence. As Harmer (2007) puts it, “the communicative approach has left an indelible mark on teaching and learning” (p. 71), which resulted in placing primary emphasis on communicative activities (in speaking and writing) in classrooms all over the world. The main premise of communicative language teaching is that students “should have a desire to communicate something” (p. 69), so the activities teachers give to their students should encourage the willingness to communicate. While engaging in the activity, students should primarily be focused on the content of what they are trying to communicate rather than the form. Given that the tasks designed for the classroom studies presented later in the book (Studies 5 and 6) mainly focus on developing students’ communication through speaking tasks, so teaching writing to this end is beyond the scope of the research, in what follows, this section details how different speaking activities can contribute to students’ global competence development.