Student engagement with teacher written feedback: Insights from low-proficiency and high-proficiency L2 learnersXiaolong Cheng, Yan Liu2022-08-14articleSystem83 citationsclosedNo readable copy stored yet — this record is metadata only.EFL/ESL Teaching and LearningStudent Assessment and FeedbackSecond Language Acquisition and LearningAbstractNo abstract was published for this record.Citations in this libraryStored only when both papers are in the corpus — 83 citations exist upstream.References2004School Engagement: Potential of the Concept, State of the Evidence2002Qualitative research in practice : examples for discussion and analysis2012Handbook of Research on Student Engagement2011Framing student engagement in higher education2023Qualitative data analysis2012Student Engagement: What Is It? Why Does It Matter?2008A typology of written corrective feedback types1987Talking to Learn: Conversation in Second Language AcquisitionCited by2023Self-regulation and student engagement with feedback: The case of Chinese EFL student writers2023Understanding the impact of teacher feedback on EFL students’ use of self-regulated writing strategies2023Understanding student engagement with teacher and peer feedback in L2 writing2025Incorporating ChatGPT for EFL Writing and Its Effects on Writing Engagement2024Written corrective feedback in second language writing: A synthesis of naturalistic classroom studies2024Engaging secondary school students with peer feedback in L2 writing classrooms: A mixed-methods study2024Exploring the impact of automated written corrective feedback on the academic writing skills of EFL learners: An activity theory perspective2023Exploring the Mediating Role of Emotions Between Growth Language Mindset and Engagement Among EFL Learners