Abstract
Abstract While prior research on engagement in L2 writing mainly focused on engagement with feedback, little is known about the relationship between engagement and the broader formative assessment context. To fill this gap, this study investigated what and how contextual and individual factors influenced three Chinese undergraduates’ engagement in an assessment as learning (AaL)-focused writing classroom. Drawing on data from interviews, stimulated recalls, classroom observation, and documents, findings indicated that student empowerment, instructional scaffolding, and a teacher-student rapport in an AaL context afforded and motivated students to enact engagement. Meanwhile, sociocultural factors such as beliefs regarding teachers as authorities may constrain students from utilizing learning opportunities. Moreover, when there was an alignment between students’ will and capacity at the individual level, as well as contextual factors at instructional, interpersonal, and sociocultural levels, students were more likely to engage in classroom writing assessment.
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