A Case Study of Learner Engagement of English Learners with Different Language Proficiency in a Multiple Feedback Environment

Abstract

Based on Ellis’s three-dimensional learner engagement framework, this study examined the learner engagement in multiple feedback of nine second language learners with different language proficiency through writing texts, retrospective interviews, and semi-structured interviews. It was found that (1) learners generally have a positive attitude towards multiple feedback; they experience positive emotions while negative emotions such as disappointment, doubtful, angry, guilty are also generated in the process of revision; learners tend to absorb more teacher feedback and more meaning-level feedback and they are relatively poor at self-regulated learning. (2) Language proficiency has an effect on learner engagement, with a more significant effect for lowerlevel learners. Learners with lower language proficiency tend to be opposed to multiple feedback and show lower behavioral and cognitive engagement. (3) There is a correlation between the three dimensions of learner feedback engagement: Affective engagement influences behavioral and cognitive engagement, and the behavioral engagement is inspired by learners’ cognitive engagement. This study provides insights into the implementation of multiple feedback and second language writing, which is beneficial to the cultivation of second language talents in the new era.