This paper reports action research into the use of electronic mail as a channel for giving feedback to English L2 writers in a sequence of writing process oriented technical communication courses. Four teachers used electronic mail feedback (EMF) regularly with 81 students on honours degree courses In information Systems and Computer Science. Electronic mail was used during planning and drafting stages in extended simulations of technical communication situations in concert with class meetings, workshop sessions, one-on-one and small group conference and with audiotaped summative feedback upon completion of major assignments.

Teachers and students reported in response to a questionnaire and in interviews that they found EMF significantly advantageous in that it supports prompt, complete, and instrumental commentary on student work, empowers students to use English for authentic communication, and helps build positive relationships between students and native speaking teachers. All participants agreed that the extra channel of communication contributed to students' motivation to use invention techniques freely, to take risks with language and style in drafting, and to make substantive changes to text in drafting. Students reported that the objectivity of EMF was face saving, allowing them to use critical commentary from their teachers more productively. They also said that they found their teachers' use of EMF was a powerful demonstration of their willingness to make themselves available as mentors to their students.