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Abstract With the rapid development of massive open online courses, how to establish effective feedback mechanisms so as to ensure effective students’ learning outcomes in online writing contexts has become a research focus. However, research on integrated feedback in online writing courses remains limited. This study aims to contribute to research in this area. The data of this study consists of 90 essay drafts written by five students and 1,222 feedback comments these drafts received. Using Sociocultural Activity Theory as its framework, the present study explores the process of students’ integrated (Pigai-peer-teacher) feedback uptake in an online English writing context and the factors impacting this uptake. Findings showed that students can incorporate feedback of various types from the diverse sources in online writing courses. Pigai and peers offered the highest amount of feedback with the lowest uptake rate. In contrast, the teacher offered the least amount of feedback with the highest uptake rate, serving as an effective complement to Pigai and peer feedback. In this online writing context, students exhibited considerable agency in handling feedback, which was also under the dynamic and reciprocal influence of both individual and contextual factors.
Key words: Activity Theory; online writing course; integrated feedback; feedback uptake
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