A recent addition to the repertoire of feedback procedures is that of the World Wide Web. Projects such as TELRI (see TELRI, 2002) and CALL programmes, or virtual learning environments such as WebCT and Blackboard, enable students to post their written work on a limited access website through completion of an online submission form, which other members of the group are able to read and comment upon. In addition to receiving online feedback from colleagues, the tutor is also on hand to read and comment on the student's work, and to provide words of encouragement. 'Group whiteboard' facilities also exist for students to send e-cards in order to practise their language.

At first sight, this somewhat 'public' use of feedback mechanisms (even with limited access) may be criticized for discouraging students from submitting material, given that it is likely to leave students feeling exposed and vulnerable because of the side-readership involved. However, evidence suggests the contrary, namely that students are most often constructive and positive in their feedback, rather than critical, and this helps to make the project more beneficial as a learning experience. The instant nature of submission and feedback through the WWW is also popular, as it provides a solution to one of the main criticisms of writing activities, namely that feedback is too slow, and that by the time it arrives, students have forgotten about the task they completed. The public nature of projects such as TELRI, where work is accessible to a wide (though not limitless) community, seems to encourage students to craft and perfect their texts much more systematically and to engage more fully in research-led teaching.

TELRI has a wider educational scope than simply editing texts on the Web. However, Web editing is perhaps one of the most applicable features of the project for FL writing development. The following instructions demonstrate the kind of activity that may be asked of students: