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Abstract This paper reports on a study of learner engagement in mixed-proficiency triadic interactions in the online multi-interaction environment. The study involved 24 English majors, who were as‐ signed into 8 high-medium-low triads and worked on a collaborative writing task through multi-interactions. Both qualitative and quantitative data were used to examine three dimensions of learner engagement in this study: behavioral，cognitive，and affective. Language Related Episodes (LREs) were employed as a unit of analysis to examine online interactions. Results suggested that: (1) there was no significant difference between learners of different proficiency levels in behavioral engagement operationalized by the number of words and turns produced during interaction; (2) there was also no significant difference in cognitive engagement operationalized by the number of LREs they produced，the resolution of the LREs and the degree of engagement in the LREs，but further analysis of elaborate engagement in the LREs indicated that high-level students played a significantly more important role in resolution of LREs than other-level participants; (3) no difference was found in affective engagement based on interview results，which indicated that the participants generally held a positive emotional experience. This study may deepen our understanding of online multi-interactions and would shed new light on the creation of multi-interaction learning environment and the effective implementation of online collaborative learning.
Key words: online multi-interaction environment; collaborative writing; mixed-proficiency triads; learner engagement
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