



































SUMMIMNG UP: FIRST EXPERIENCE OF FOUR CIS UNIVERSITIES IN IMPLEMENTING A CROSS-CULTURAL INTERNET PROJECT


Global Partners in Education Journal  April 2013, Vol. 3 No. 1, pp. 70-78 
www.gpejournal.org  ISSN 2163-758X 
 

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SUMMIMNG UP: FIRST EXPERIENCE OF FOUR CIS UNIVERSITIES 
IN IMPLEMENTING A CROSS-CULTURAL INTERNET PROJECT 

Alla L. Nazarenko 
 

Ludmila G. Sizykh 
 

Victoria A. Fandei 
 

Faculty of Foreign Languages 
Lomonosov Moscow State University  

 
Elena A. Malashenko 

 Faculty of Medical Ecology 
 Sakharov International University of Ecology  

 
Svitlana L. Bobyr 

   Department of Pedagogy and FLT Methodology  

  Shevchenko Chernihiv National Teacher Training University 

Baktygul Zh. Kurmanova 
Department of the Kazakh Language 

 Aktuybinsk State University named after Kudaibergen  Zhubanov 
 

Abstract 
 

The article describes the first experience of four universities of the 
Commonwealth of Independent States (CIS) in conducting an 
international intercultural project based on the use of Information and 
Communication Technologies (ICT). The goal of the project for the 
students was to introduce the traditions of hospitality existing in their 
cultural world to all the partners and to increase their own cross-
cultural awareness. Implementing the project method with active use of 
various technologies including telecommunication systems, 
wikispaces.com, video technologies, etc. made it possible to solve a 
number of didactic tasks and get promising results. 
 

Introduction 

The rapid development of Information and Communication Technologies (ICT) has 
affected all spheres of human activity and social institutions including education. First 
and foremost, education could not but adopt new technologies for their literally 
miraculous possibilities in terms of providing access to the richest educational and 
cultural resources existing in the world and the ability to ensure communication with 
colleagues in any corner of the globe to discuss mutually interesting issues. Making 
proper didactic use of ICT can contribute to raising the standards of education, 
increasing its quality and efficacy. It also opens up new opportunities for organizing 
cooperation and collaboration between universities enabling them to tackle issues 
topical for the whole globalized world. 



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Apart from that, today’s children and grandchildren were born in the age of ICT, so 
they can handle them easily. They are even called “digital aborigines” and they 
expect that schools and universities will provide the electronic environment so 
"natural" to them. 

The domain of linguistic education has its own benefits from incorporating 
technologies into teaching and learning foreign languages and cultures. Teachers 
and students can search the Internet for the information they need without going to 
their university / city library. The World Wide Web is a boundless "library" where one 
can find any text and authentic materials in any language. The technologies can 
connect people from different cultures, speaking different languages, so learners can 
benefit from communicating with native speakers, discovering nuances of language 
usage which might be unknown to their non-native teachers. 

Knowing foreign languages and, first of all, English is surely a must for people who 
live and realize themselves as professionals in a globalized information society. But 
knowledge of a language, however excellent, is not enough for complete 
understanding of one's partner who has a different cultural background. Neither is 
language knowledge alone enough to avoid relying on false stereotypes that  people 
are rather frequently inclined to do and which nearly as frequently deceives them 
and puts them into an awkward  situation. One should definitely know his/her 
partners’ culture's peculiarities so as not to touch upon some delicate subject or 
theme, and not to unconsciously offend or insult their counterpart with speech 
behavior or body language inappropriate in that other culture. Teaching the basics 
and laws of cross-cultural communication is also one of the tasks of contemporary 
linguistic education. 

With all these aspects in mind, in 2004, American colleagues from East Carolina 
University (NC, USA) started “Global Understanding”, an intercultural internet project 
involving several universities around the world, which has successfully been working 
and growing since that time. Lomonosov Moscow State University (LMSU) has had 
the honor and pleasure to be a part of this program since 2005 (Nazarenko & Sizykh, 
2009). 

The idea, goal and participants of the intercultural internet project 

Our previous experience at LMSU gave an impetus to organize a project which 
would involve university students from four countries of the former Soviet Union: 
Belarus, Kazakhstan, Russia and Ukraine. The project was initiated by the Faculty of 
Foreign Languages and Area Studies of LMSU and implemented by a team headed 
by Prof. Alla Leonidovna Nazarenko, Doctor of Philology, Head of the Linguistics and 
Information Technologies Department. From the CIS, the team included Dr. Elena 
Alexandrovna Malashenko, Director of the Language Centre, Head of the Foreign 
Languages Department of the Faculty of Medical Ecology of the International 
University of Ecology named after A.D. Sakharov (Minsk, Belarus); Baktygul  
Zhakenovna  Kurmanova, Doctor of Pedagogy, Head of the Department of 
Psychology and Pedagogy, Aktobe State University named after Kudaibergen  
Zhubanov  (Kazakhstan);  Svitlana Leonidivna Bobyr, Doctor of Pedagogy, Head of 
the Department of Pedagogy and Methods of Foreign Language Teaching, Chernihiv 
National Teacher Training University  named after T.G. Shevchenko (Ukraine). Each 
of them monitored a group of students from their university. 



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A reason for starting the project among CIS states is that CIS peoples have a lot in 
common in terms of their history. After the collapse of the USSR many ties were lost. 
However, the logic of globalization presupposes/dictates their communication and 
interaction in various spheres, especially as they are close neighbors. Besides, the 
Russian language is still present in their lives: the parents and grandparents of 
today's students nearly all know it, so in many families it is not something alien. In 
quite a few universities of these countries it is on the curricula, so we were lucky to 
have a language which could be readily used as a lingua franca. 

But, history separated these nations belonging once to the same country/state. New 
generations grew up out of direct contact with each other, in different environments. 
Thus, now young people in these countries know very little about each other's 
cultures. The idea behind the project was to bridge this gap and to introduce them 
and their cultures to each other. 

Within the project, the subject of discussion was "Traditions of Hospitality". The 
reason was that in real life, acquaintance with a stranger who is introduced to a 
person  or to his / her family or home, often starts with welcoming this "guest”,  
paying special attention to him / her, showing respect and trying to please. This idea 
was introduced to students on the four sides and the main principles of cross-cultural 
interaction were explained to them: friendly attitude to the partners, tolerance to their 
"otherness" as representatives of other cultures with their specific characteristics,  
recognition of their right to be different as part of a multicultural diverse world. Once 
more it was emphasized that in our modern globalized world people cannot live in 
seclusion in their unique civilization. Humankind has already stepped over many 
borders separating and dividing them and modern society needs communication, 
joint discussions and joint decisions. To be able to perform successfully in this world 
people need to know about their counterparts. They should behave properly, both 
verbally and non-verbally. These needs are to be met by education. We consider this 
project as a modest contribution to the great task of education. 

It is noteworthy to stress again that the implementation of the project became 
possible thanks to modern information and communication technologies which 
enabled the participants to have video conferences at an agreed time (across time 
zones), to see (“meet”)  each other, exchange information on the suggested topic 
and to ask and discuss various questions. The value of this intercultural on-line 
project is difficult to overestimate: the participants gained an experience which 
deserves a comprehensive and thorough analysis. This paper is a preliminary 
attempt to tackle this task. 

The history and the didactic value of the project method 

The project method is not new in education. It came into being in 1920 in the USA. It 
is also known as the task-based or problem-solving method. The founders of this 
method were the American philosopher and educator John Dewey, his followers W. 
H. Kilpatrick, E. Collings, J. Stephenson, and E. Thorndike. They were seeking ways 
to stimulate students’ independent thinking and striving to teach them skills required 
to manage a knowledge organization that makes students active participants in the 
learning process. John Dewey (1997) defines reflection as the active, persistent and 
careful consideration of any belief or supposed form of knowledge in the light of the 
grounds that support it and the further conclusions to which it tends. E. Collings 



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(1926) pointed out that student are especially attracted by the ability to reach a new 
unknown goal (a target incentive) and to go through the experience of activity. J. 
Stephenson, who is famous for his concept of potential abilities, insisted that 
effective and adequate response to the unknown and varying circumstances 
assumes morality, prudence, self-confidence, ability to run risks and readiness to 
learn from one's mistakes (Stephenson & York, 1998). Russian contemporary 
followers of the project-based methodology (Polat, 2013) further developed the idea 
to be implemented with the use of ICT. 

Summarizing common definitions, the project could be qualified as a scale creative 
task which assumes an important and long-term organized (often extracurricular) 
authentic information gathering and research activity. In the course of the discussion 
the students crucially examine, compare and contrast acquired information and then 
format it. The project presupposes the availability of the specific final product in the 
form of papers, movies, presentations, etc, produced by the students. The students 
are given carte blanche to choose any method of goal attainment. Project work is 
characterized by high interactivity (“communicativity”) and assumes the expression 
of students opinions, feelings, decision-making and personal responsibility for the 
result. Such highly personalized involvement of students accounts for a highly 
emotional spirit of educational activity. 

Basic didactic principles of the project 

Working on the project we leaned on the basic principles of project-based learning 
such as the methodological (interactivity, integrated learning), psychological (zone of 
proximal development, learner-centered education) and didactic (problem-based 
learning, collaborative learning, individualization). 

The interactive methodology groups the students, promotes communication and 
discussions and favors the learner’s active role. Integrated learning is the integration 
of students’  knowledge and practical skills in various fields of activity and the 
development of their interdisciplinary and critical thinking. The principle of students’ 
zone of proximal development’ (McLeod, 2012) refers to a problem-solving task 
which exceeds their cognitive abilities at the moment they start the project/task. The 
learner-centered approach focuses on the student as an agent of the educational 
process (Barraket, 2005) The principle of problem-based learning (Barge, 2010) 
stimulates students’ research and creativity, the use of nonstandard thinking 
techniques, and the ability to take the initiative and independently plan their actions 
which would further develop their cognitive skills. Collaborative learning presupposes 
not only motivation to collaborate, but also the students’ cooperation and lively 
participation in communication activity during the project preparation process. 
Individualization is a principle which recognizes that every person possesses unique 
psychological characteristics. The teacher should organize students’ work focusing 
on their individual capabilities, interests and needs. 

The stages/phases of the project 

The project consists of a set of stages or phases. Each phase deals with definite 
tasks. V.V. Kopylova (2005) suggests seven phases: preparation, planning, 
research, analyzing, sharing the results, project evaluation report and future project 
planning. We highlighted three main stages in our project:  preparation (including 



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planning), implementation (including research, processing the information, actual 
work on creating a ‘product’ and analysis of it) and  the final stage – link with and 
presentation of the ‘product’ to the partners. The time for the completion of the 
project was one month. During the preparation stage (one week) the main goal of the 
teachers who monitored the project in the partner universities was to motivate 
students and create teams. Enrollment in the project was on a voluntary basis.  At 
the first meetings with potential participants teachers explained the idea of the 
project and its place and role in the context of global intercultural communication 
available due to modern ICT. It was also made clear that students would be given a 
free hand as to the choice of the format of their ‘final product’ whether it was to be a 
PowerPoint or Prezi presentation or a video based on their own scenario. The 
students became familiar with the necessary  elements of their work (looking for 
pertinent information and its processing according to the task of the project, 
compiling plans and  writing scenarios, preparing costumes for theatrical actions if 
necessary and so on). They asked many questions about the details of the project. 

At the initiative of the Russian partners an e-learning resource site on the platform of 
Wikispaces.com was created to support academic management, methodological 
activity and the process of creative work of all the participants in the project. The 
choice and successful use of this platform were determined by its philosophy based 
on the principles and key ideas of constructivism:  

1. It is not possible to transfer knowledge to students 'as it is'. It is only 
possible to create learning conditions and environments for the successful 
construction of knowledge. The Wiki technology contributes aptly to the 
realization of this idea as it provides learners with the possibility to participate 
actively in cooperative website content compiling (Rudakova, 2006). 

2. Learners are supposed to be “actors” of the cognitive process and maintain 
interaction with each other based on their preceding cognitive and empirical 
experience. This principle is supported by the availability of a large number of 
communication tools: public messaging service, built-in discussion forum, etc. 
with the help of which learners can exchange opinions, post their suggestions 
and comments, questions, etc. 

3. Education is a social process. The principles of social  constructivism are 
reflected  in  the  possibilities  to organize learning web-communities or 
groups  and to establish  and  maintain  interaction which is necessary for the 
effective cognitive process (Nazarenko, Sizykh, Fandei, 2012). 

The didactic features of the Wikispaces platform were also taken into consideration.  
One of the most important features is the efficacy of presenting academic 
information: it is possible to upload files of different formats (audio, video, graphics, 
text documents), to create links to external  and  internal internet resources and so 
on.  

Electronic Educational Resource (EER) “Culture for Understanding” created on the  
platform of Wikispaces.com (http://culture-for-understanding.wikispaces.com/) 
contains general information about this project (conceptual foundation, learning 
goals and tasks, issues for discussion), tutorial and reference materials referring to 
the theme of the project and a special section for  publications of the final products  

http://culture-for-understanding.wikispaces.com/


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of all participants. Communication within the framework of the project among 
learners and between learners and teachers was also realized through the site.   

At the implementation stage, which lasted about three weeks, the teams had once 
and for all been shaped (the students made a decision to stay or to leave the project) 
and the functions of each participant were defined. The Russian, Ukrainian and 
Belarusian students chose to create a video of some theatrical performance. They 
drafted scripts, discussed the versions and then they dramatized, rehearsed, and 
prepared the scenery and theatrical costumes for the selected version. The students 
from Kazakhstan preferred to work on a PowerPoint presentation, so they 
concentrated on the plan of it, the search for appropriate thematic pictures, selecting 
the national ornaments and on writing the explanatory texts. 

Within groups in each university (which acted as ‘national teams’) the roles were 
distributed by the students themselves: some sought pertinent information, if 
necessary translated texts they found, adapted them in compliance with the goal of 
the project and the strict time limit, wrote scenarios and scripts and rehearsed their 
shows being aware of the Internet specifics (sound signal, etc). Others, more 
technically experienced, were involved in the recording of video and making slide 
presentations. They made all sort of things: recorded video clips, took photos, 
selected and matched the background music, dubbed and tried to make it brief and 
representative. They were also concerned with finding a noise isolated place with 
suitable lighting to make video-recordings of good quality. Yet another part of a team 
worked on the costumes and props. Since the project was held soon after Easter, 
the Ukrainian and Belarusian students, for instance, decided to decorate their tables 
with ethnic embroidered towels, Easter cakes, painted Easter eggs, and a sheaf of 
wheat. The Ukrainian towels and painted Easter eggs on ribbons were hung upon 
the wall.  

Belarusian students presented a video clip of a short theatrical show which started 
with greetings addressing all participants and were followed by a scene of welcoming 
visitors to a Belarusian home. They laid the table using a tablecloth and dishes 
decorated with ethnic ornaments. They wore ethnic clothes and surprised the 
participants from the three other countries by speaking the Belarusian native 
language. Belarusian is an Eastern Slavonic language with about 7.5 million 
speakers in Belarus. It is closely related to Russian and Ukrainian as they all have 
the same basis – the Old Russian language. So these three participants could feel 
that they were part of a single culture and have much in common. 

Russian students also chose a video format to introduce their own perception of the 
given topic “Traditions of Hospitality”: as Russia is a multinational and multicultural 
country and there exist various customs of hospitality in different regions, it is 
impossible to describe traditions of all nationalities at the same time. They thought 
that presenting traditions of only one or two nationalities would seem unfair of other 
nationalities.  So they found a compromise: they decided to present the “hospitality 
of a town” to a foreigner. The choice of the format of presentation (a video clip) was 
justified by the fact that this way of presenting information is very dynamic. The 
students discussed all stages of the project elaboration and analyzed it in the section 
“Project Design” on the wiki site.  



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In their PowerPoint presentation students from Kazakhstan dwelt upon the plentiful 
traditions of greeting a male guest in a Kazakh home, of treating him  with  great 
respect and honor and a feast of national cuisine. Their slides were artistically 
framed with ethnic ornaments and the presenters wore national dress. 

The climax of the project was certainly the final stage, i.e. the video link with partners 
and presentation of the ‘products’ (all the students’ presentations can now be viewed 
on the wiki site: culture-for-understanding.wikispaces.com). This stage demonstrated 
not only the tangible outcome of students’ work but also how students were excited, 
how deeply they were motivated and dedicated, and how much they wanted to 
present their culture in the most understandable way. They were eager to show 
generous hospitality as one of the characteristic features of their peoples, to promote 
their culture and make their partners like it. Technical problems that sometimes 
prevented them from performing with the best quality were taken very close to heart. 

Summing Up 

The intercultural project of four countries’ universities was our first trial, a pilot 
project. To be able to make a broad generalization the experiment should be 
repeated several times. Still some positive didactic outcomes could be clearly seen 
even after this single experience. They can be summarized as follows: 

 High motivation of the students, which is the “engine” and the “catalyst” 
of learning. It was reflected in students’ enthusiastic independent work 
on the project and their strong desire to continue the collaboration in 
the next academic year; 

 Undoubted academic achievements due to purposeful work with a big 
amount of information and learning a lot about their cultural heritage; 

 Progress in terms of their cross-cultural awareness and competence as 
a result of the interaction with their partners and learning from their 
presentations about other cultures; 

 Increase in their critical thinking ability expressed in the intention to 
improve their performance in the future on the basis of the critical 
assessment of their final ‘products’ and conclusions taken; 

 Further development of their cognitive skills, their ability to research 
and analyze which revealed itself in their writing and publishing 
scholarly articles and giving papers at scientific conferences. 

Apart from the above mentioned it is also worthwhile to accentuate that organization 
of such intercultural projects with the use of the information and communication 
technologies is a powerful tool of education and upbringing of the younger 
generation in the spirit of a respectful attitude towards the diverse cultures of the 
contemporary globalized world.  

The first ‘lessons’ of the pilot project provided a strong challenge for all the 
participants to continue. At the same time, it was also recognized that some 
improvements should be made in terms of more detailed planning and analyzing 
every step of the project implementation.  

 

 



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methodology of project work at English lessons]. Moscow: Drofa.  

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enhancing students’ learning and participation in the “Global Understanding” 
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Spain: International Association of Technology, Education and Development 
(IATED). ISBN 9788469534915. 

Polat, E. Myetod proyektov [Project-based method]. Retrieved from 
http://distant.ioso.ru/project/meth%20project/metod%20pro.htm 

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informatsionno-communikativnyh tyehnologiy [Development of the 
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D. Rudakova (Eds.), Obrazovatyel'niye tyehnologii XXI vyeka [Educational 
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London: Kogan Page. 

 
 

About the Authors 

 
Alla L. Nazarenko, PhD, is full professor, Head of the Department of Linguistics and 
Information Technologies and serves as Vice-Dean at the Faculty of Foreign 
Languages and Area Studies at Lomonosov Moscow State University. She lectures 
in British History and Culture and Theory and Practice in Distance Education. Dr. 
Nazarenko is a Fulbright Alumnus and holder of “the MSU professor-online” grant of 
2012.  She has authored about 70 publications (including a monograph and 
textbooks) on linguistics, functional stylistics, ESP, Russian as a Foreign Language, 
Cross-Cultural Communication, Distance Education and E-learning. 

http://www.pbl.aau.dk/digitalAssets/33/33124_pbl_aalborg_modellen.pdf
http://jutlp.uow.edu.au/2005_v02_i02/barraket004.html
http://www.simplypsychology.org/Zone-of-Proximal-Development.html
http://distant.ioso.ru/project/meth%20project/metod%20pro.htm


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Website: https://sites.google.com/site/ffllingvit/about/staff/alnazarenko  
E-mail: anazarenkoster@gmail.com 
 
Ludmila G. Syzikh is a senior teacher at the Faculty of Foreign Languages and 
Area Studies at Lomonosov Moscow State University. She is the teacher of the 
Global Understanding course at LMSU. Her areas of interests include intercultural 
communication, distance learning and EFL. 
E-mail: lgsyzikh@gmail.com 
 
Viktoria A. Fandei is a PhD lecturer at the Faculty of Foreign Languages and Area 
Studies, Lomonosov Moscow State University. Her areas of interests include 
intercultural communication, EFL, blended learning and distance learning. 
E-mail: insatiable_in@mail.ru 
 
Elena A. Malashenko, PhD, is an Associate Professor and Head of the Foreign 
Languages Department at International Sakharov Ecological University in Minsk, 
Belarus. She lectured as an English teacher in Germany for three years and on 
return from Germany as an English teacher for twenty years in the various regions of 
the former USSR. Under the supervision of professor E.S. Polat,   she wrote her 
thesis on ‘Methodological basis of distance translator training in the system of further 
education’. The software for the project was provided by American charity 
organization ‘’Project Harmony’’. Elena Malashenko is an author of about 40 
publications (including a monograph and textbooks) on language teaching methods, 
ESP, Distance Education and E-learning. 
E-mail: elena_malashenko@ymail.com  
 
Svitlana L. Bobyr, PhD is an Assistant Professor and Head of the Pedagogy and FL 
Teaching Methodology Department at Chernihiv Taras Shevchenko National 
Pedagogical University, Ukraine. She lectures in Methodology of FL Teaching, 
Methodology of Research Work, EFL Teacher’s Culture of Speech, and Introduction 
to Specialization. She is Vice-President of TESOL-Ukraine and the author of more 
than 100 publications. She is also the author of 3 optional courses – EFL Teacher’s 
Culture of Speech, Logical Accentuation of the English Speech and Introduction into 
Specialization.  
E-mail: sabobyr@ukr.net 
 
Baktygul Zh. Kurmanova, PhD, Doctor of Pedagogy, Professor, Head of the 
Department of Psychology and Pedagogy, K.Zhubanov Aktobe State University, 
Kazakhstan. She lectures on Methodology of Kazakh Language Teaching, on 
Information Technologies in Teaching Languages and on Psychology and 
Pedagogy. 
E-mail: baktigul_2001@mail.ru   
 

 

https://sites.google.com/site/ffllingvit/about/staff/alnazarenko
mailto:anazarenkoster@gmail.com
mailto:lgsyzikh@gmail.com
mailto:insatiable_in@mail.ru
mailto:elena_malashenko@ymail.com
mailto:sabobyr@ukr.net
mailto:baktigul_2001@mail.ru

