This chapter reports the third-phase study, which probes further into the reasoning behind the students’ feedback response. It examines the influential factors, or in Bakhtin’s words, others’ voices (e.g., discourses, ideologies) with which students mainly interact through internal dialogues. This process also manifests how students engage with feedback internally and shape their own voices. This study phase also draws on data from the first round of individual semi-structured interviews with the six Chinese international doctoral students; however, it uses Bakhtin’s (The dialogic imagination: Four essays (M. Holquist, Ed.; C. Emerson & M. Holquist, Trans.), University of Texas Press, 1981) dialogic constructs of voice and heteroglossia as the analytical lens. Thus, the analysis focuses on the multiple “voices” and “dialogues”, which involves identifying the voices the students interact with and unfolding how these interactions shape their own voices as embodied in the feedback application in revision. The analysis reveals the active voices that emerge as students engage with each feedback focus and the primary voices (e.g., independence, critical thinking, deference) that exert influence across several feedback foci. It also uncovers a series of multi-layered and entangled internal dialogues, where the students interact horizontally and vertically with multiple, even conflicting voices (e.g., critical thinking, deference). Through these interactions, the students develop their voices, shaping the ways in which they engage with their supervisors’ feedback, especially in responding to linguistic and content feedback.