This paper reports an attempt to enhance Japanese learners' Intercultural Communicative Competence (ICC) through an undergraduate English class in 2022. The students read essays on an American writer's experience living in Japan, exchanged thoughts, and gave individual presentations. They also learned and practiced discussion skills in the first half of the semester. In the second half, they read and discussed several chapters of a book on propaganda and gave group presentations. Its effectiveness was examined by conducting a questionnaire survey after the first and last lessons based on the Council of Europe's (2018b) Reference Framework of Competences for Democratic Culture (RFCDC). The 21 participants responded to pre- and post-surveys, wrote reflections on their learning, and gave consent to the use of their responses for research. Their answers to the multiple-choice questions were analyzed using SPSS, and their comments were analyzed using KH-Coder. Significant improvement was found in some descriptors in the competence areas of "attitudes," "skills," and "knowledge and critical understanding." The participants' comments revealed that the activities of sharing opinions in groups, practicing discussion skills, including how to disagree politely, lessons on culture and propaganda, and group work for group presentations contributed to the improvement.