“When students perceived they were contributing something of value to the public arena, they put in a great deal of effort in the process and attention to the product, yielding positive results in their learning to write in a second language. When students did not see their work as having any particular social or cultural relevance, they showed little interest in Web-based publishing and the medium itself lent little extra legitimacy or authenticity to their writing assignments.” (Warshauer 1998:64)