Abstract: This study developed a model that integrated the teaching of reading and writing and used writing via information and communication technology (ICT) tools for assessment to engage internationally diverse students. A 2-year action study was conducted for internationally diverse students participating in a teacher-training course. Qualitative and quantitative data analysis results revealed that the proposed teaching model could engage internationally diverse students and raise a learning instructor beyond the local culture. The model provided a framework for instructor–student social negotiation and opened space for uncertainty. The design, writing via ICT for assessment, promoted a learning community in which additional diverse ICT tools were eventually incorporated into the model. Students from different international backgrounds exhibited slight differences in their behaviors as the proposed model was implemented; generating the most challenges in the short term, newly arrived international (exchange) students presented the greatest opportunities for improving the proposed teaching model.