Abstract
L2 writing has been embedded in digital technology and broadened into digital multimodal composing. Recent research has emphasized the composing process and the effects of feedback, but few on L2 writers' engagement with feedback. Therefore, with the multi-draft approach, the research investigated two English majors' responses to peer and video feedback. First, from their first drafts and peer checklists, the author analyzed the salient problems of their multimodal texts. Then, the researcher explored how they respond to feedback form their drafts and interview responses. The findings suggest some problems including overuse of texts, visual disharmony, and “disconnection” from the audience. Besides, the study reveals a complex relationship among three engagement dimensions, manifested in interconnectedness and inconsistencies. Meanwhile, learner engagement with feedback is mediated by individual and contextual factors. The findings contribute insights into understanding L2 writers' engagement with feedback.
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