International Journal of Education

This study examined the engagement with written feedback of twelve freshmen with non-English majors over one semester through writing texts, questionnaires and semi-structured interviews. It was found that engagement with written feedback showed three patterns of feedback, namely, Critique Network + Teacher Concurrent, Peer + Teacher Concurrent and Critique Network + Peer + Teacher Concurrent. Secondly, learners were actively participating in the model of engagement with written feedback they preferred. The highest amount of feedback provided from the automated correction system, the lowest rate for learners revised. The lowest amount of teacher feedback offered, the highest rate for learners accepted and the engagement with feedback in peers raked the middle of three models. The study suggests that multiple types of engagement with written feedback can promote learners active participation in the second language writing and ultimately transform the engagement with feedback into effective learning outcome.

Human-computer interactive environment; Engagement with writing feedback; Dynamic evaluation