Language Teaching Research Quarterly

Learners’ engagement with feedback, recognized as an essential factor for influencing the learning process, is pivotal for enhancing learning outcomes. Despite its growing attention among researchers, it remains understudied in the field of second language acquisition, particularly within the context of learning Chinese as a second language (CSL). This study employs qualitative methods to explore CSL learners’ behavioral, emotional, and cognitive engagement with feedback in a Chinese academic writing class. Multiple sources of data were used to collect information from the focal participants, including learners’ writing drafts, stimulated recalls, and interviews. The findings revealed that learners showed overall active behavioral engagement, positive emotional engagement, and deep cognitive engagement. Learners’ motivation for academic writing and their Chinese proficiency were significant influencers of their engagement. Among the three dimensions of engagement, emotional engagement played a significant role in shaping learners’ writing and revising process. This study elucidates the complex and dynamic nature of language learners’ engagement and offers valuable insights for academic writing education.