While few would argue that feedback is regarded as a key aspect for the development of L2 writing skills, its practice and effectiveness remain a subject of hot debate. In this issue, Ken Hyland and Fiona Hyland address these and other issues related to teacher written and oral responses, collaborative peer feedback and computer-mediated feedback. The research evidence is also considered to suggest how far different practices produce more effective results, whether long-term benefits have been seen to result from such approaches, if technology has a suitable role, and the extent to which culture plays a part in student responses to feedback.

We note with great sadness the death of a prominent member of the Editorial Board of the journal Language Teaching, Professor Christopher Brumfit. Chris will be remembered by all of us who had the good fortune to have regular contact with him on the journal as one of those special people one occasionally meets in life, whose indomitable spirit inspired those around him to make ever greater efforts to advance and improve.