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Abstract The recent decade has witnessed an increase of studies using the concept of “engagement with written feedback” to examine students’ responses to feedback from three dimensions: affective, behavioral, and cognitive. However, less has been done to explore how students engage with feedback in a multiple interaction environment that integrates automated online feedback, peer feedback, and teacher feedback. The present study, from an ecological perspective, collect‐ ed a variety of data, including students’ texts, stimulated recall interviews, and semi-structured interviews to investigate 12 English majors’ feedback engagement in a multiple interaction envi‐ ronment. The study found that: (1) there were three kinds of student feedback engagement, i.e. engaging with both peer and teacher feedback, engaging with both Pigai and teacher feedback, and engaging with all three types of feedback; (2) the three dimensions of feedback engagement were interrelated, but there were also mismatches between behavioral and affective/cognitive di‐ mensions; (3) mismatches were also found within the dimensions. It is suggested by the study that the external behavioral performance might be fake engagement, and, in addition to attending to students’ behaviors after they have received feedback, teachers should simultaneously attend to students’ internal cognition and affect.
Key words: multiple interaction environment; engagement with written feedback; ecological perspective; fake engagement
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