Abstract
This study explores the engagement of low-proficiency second language (L2) learners with teacher written corrective feedback (WCF) in academic writing. Drawing upon Fredricks et al.’s (2004) engagement framework, the study investigates students’ cognitive, behavioural, and affective dimensions of engagement. Six university students participated, and data were collected through writing drafts, verbal reports, and semi-structured interviews. Findings revealed that students exhibited diverse engagement behaviours, such as strictly following feedback, incorrect rectification, no rectification, and removal. While most students demonstrated behavioural engagement by revising texts, their cognitive engagement varied due to limited understanding of feedback. Students also displayed mixed affective responses, including happiness, confusion, helplessness, and worries, influenced by feedback explicitness and proficiency levels. The study highlights the complexity of learner engagement with WCF and emphasizes the need for teachers to consider individual differences, students’ revision processes, and beliefs when evaluating feedback effectiveness. KEYWORDS: Teacher Written Corrective Feedback, Learner Engagement, Low-Proficiency L2 Learners, Cognitive Engagement, Behavioural Engagement, Affective Engagement, Academic Writing
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