Title:
“I INTENTIONALLY KEEP MY ORIGINAL TEXTS": HIGH-PROFICIENCY STUDENTS’ ENGAGEMENT WITH TEACHER WRITTEN CORRECTIVE FEEDBACK

Authors:
Liu Yuwei, China

Abstract:
Since Truscott (1996) questioned the efficacy of written corrective feedback (WCF) on English learners’ writing improvement, a significant body of research has explored its impact. However, studies predominantly treat learners as passive recipients of WCF, neglecting their cognitive, behavioral, and affective engagement with feedback. This study investigates how high-proficiency EFL students engage with teacher-provided WCF in an authentic classroom setting. By employing qualitative methods, including analysis of drafts, verbal reports, and interviews, findings reveal that learner engagement is multi-dimensional, dynamic, and influenced by individual beliefs and contextual factors. Implications for teaching strategies and learner-centered feedback approaches are discussed.