Student Engagement With Teacher Written Feedback in Online EFL Writing Context

Advanced technology offers new opportunities for language learning and teaching. Indeed, the way students receive the teacher's written feedback has adopted innovative technology in an online English as Foreign Language (EFL) writing context. This narrative inquiry investigates six Indonesian students' affective, behavioral, and cognitive engagement with written feedback provided by the teachers in the context of online EFL writing. Data analyzed was gathered from teacher-written comments mediated through the Ms. Word comment column and semi-structured interviews. The research has revealed that the students showed positive affective, behavioral, and cognitive engagement. In behavioral and cognitive engagement, the students show different ways to understand the teacher's written feedback, especially the indirect one, since the level of language proficiency among the students is different. The findings illustrate that the written feedback encourages the students to have a balanced emotion (affective engagement), learn to write collaboratively (behavioral engagement), and assist the students to enhance their writing (cognitive engagement). In conclusion, the findings lead to a greater understanding of how EFL students engage with written feedback from teachers in an online environment.