The expected results of the experiment, based on the theories outlined in the Review of Literature, will support the use of MOO as an EFL procedure at the High School level. Whether the expectations are met, or not, the teachers using MOO as a
procedure in the experimental school should evaluate the experimental findings in light of their personal experience. If both the experimental expectations are met and the experimental teachers were pleased with using MOO, then the logical consequence will be the recommendation to continue using MOO at the experimental school. Conversely, if the findings of the experiment do not meet the theory-based expectations and the teachers have negative feelings about MOO, then the logical consequence would be the recommendation to stop using MOO at the experimental site. If the teachers' personal experience do not match the experimental results, there should be a reevaluation of the experimental design and recommendations for future research in this field. In any case, these results should be published for the benefit of the EFL community in Israel (and elsewhere).In either case, there are a number of caveats that should be noted. The experiment encompasses the entire population of the regular Five Point Bagrut students in the 11th grade in the school, thus the results will be valid for the experimental school. Although this population is probably typical of Israeli 11th graders in middle class schools, there is no absolute assurance that this is true. Thus, the ability to generalize from the experimental site may be limited. Another caveat stems from the way MOO was used in the experiment.. Perhaps it would have been more successful to use MOO during double periods (90 minute blocks) rather single periods (45 minute blocks). Also, perhaps MOO needs more than the amount of total time allotted in this experiment. Another problem, common to all studies using specially prepared questionnaires, is the issue of reliability of the findings. Only until comparable studies have been performed will the current study be validated (or not). And finally, the limitations of studying the affective domain alone demands future research in the cognitive domain. Obviously there is much to study in the future, whether the expectations of this dissertation are met in this experiment or not.
Despite these caveats, this dissertation will be written as a theoretical and empirical base for immediate pedagogical action in the field of teaching EFL. Teachers all over Israel have expressed interest in MOO, even before their schools have been connected to the Internet (Backer & Hoter, 1998; Backer & Kratter, 1997). However, interest in a procedure that demands a large allotment of time may well meet resistance if proof of its worth is lacking. Although a single experiment will not prove MOO's worth, or worthlessness, it will give impetus to other researchers and teachers to evaluate the findings and perhaps try the procedure in other schools.
Through the good offices of the English Inspectorate of the Ministry of Education, ETAI (English Teachers' Association of Israel), and ETNI (English Teachers' Network of Israel) the findings and conclusions of this dissertation will be reported to the EFL teaching community in Israel. Because Israel is a leader in EFL methodology, there may be a ripple effect bringing the conclusions of this dissertation to other EFL communities throughout the world. Indeed, the ETNI has members beyond the boundaries of Israel and the English Inspectorate's English Teachers' Journal - ETJ reaches Ministries of Education all over the world.
It is hoped that the findings of the proposed research will advance the understanding of using computer mediated communications tools in second/foreign language instruction.
