Exploring Learner Engagement with the AWE-Peer-Teacher Feedback Mode in L2 Writing

Despite the increasing amount of research on learner engagement with written corrective feedback (WCF) on Second Language (L2) writing in the past decades, learner engagement with feedback from multiple sources has remained under-explored. Drawing on multiple types of data including students’ drafts, feedback from three sources, questionnaire surveys, writing tests, and interview transcripts, this study examined learner engagement with automated, peer, and teacher feedback. 60 non-English major Chinese EFL learners were trained in the AWE-peer-teacher feedback mode in the experimental class, while another 60 in traditional teacher feedback in the control class. This research investigated the impact of the AWE-peer-teacher feedback mode on student engagement and L2 writing performance. Compared to teacher feedback, the AWE-peer-teacher feedback mode significantly enhanced students’ emotional and behavioral engagement. Though students’ cognitive engagement remained stable, the mode stimulated them to adopt metacognitive strategies more frequently in the process of revision. Moreover, the AWE-peer-teacher feedback mode significantly improved students’ overall writing proficiency. Three pedagogical implications were provided to enhance learner engagement with feedback.