Exploring learner engagement with written corrective feedback in a Chinese tertiary EFL classroom

While many studies have examined the impact of written corrective feedback (WCF) on L2 learners’ subsequent writing, learner engagement with WCF has been under-conceptualized and under-explored: Not only has the term “learner engagement” been often used without being clearly defined, but few studies have sought to investigate this aspect. Informed by Ellis's ((2010) Studies in Second Language Acquisition, 32, 335–349) multiple-dimensional...