Although research on student engagement with peer feedback in second and foreign language (L2) writing has attracted some attention in recent years, there has been little emphasis on the dynamic changes in and factors influencing student engagement. Drawing on multiple data sources, we explored how six undergraduate students affectively, cognitively, and behaviorally engaged with receiving peer feedback across three writing cycles in an online TOEFL writing course. The findings revealed that L2 students’ engagement with peer feedback was complex, dynamic, and nonlinear. Affectively, the students experienced fluctuating emotions across tasks, which directly contributed to changes in their behaviors, as positive emotions promoted feedback implementation, while negative emotions hampered it. Cognitively, the students showed dynamic difficulties in understanding peer feedback across tasks, which triggered negative emotions and inappropriate revisions, and noticing/understanding feedback did not guarantee the use of cognitive strategies. Behaviorally, the students manifested different trends of implementing peer feedback and deployed a variety of observable revision strategies across the three writing cycles. Overall, the dynamics of student engagement with receiving peer feedback were found to be influenced by a number of individual and contextual factors, indicating the malleability of L2 students’ engagement with peer feedback.

中文翻译：

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探索学生在第二语言写作中接受同伴反馈的参与动态

尽管近年来关于第二语言和外语（L2）写作中学生参与度和同伴反馈的研究引起了一些关注，但很少有人关注学生参与度的动态变化和影响因素。利用多个数据源，我们探讨了六名本科生如何在在线托福写作课程的三个写作周期中从情感、认知和行为上接受同伴反馈。研究结果表明，第二语言学生对同伴反馈的参与是复杂的、动态的和非线性的。在情感上，学生在任务中经历了波动的情绪，这直接导致了他们行为的变化，因为积极的情绪促进了反馈的实施，而消极的情绪则阻碍了反馈的实施。在认知上，学生在理解跨任务的同伴反馈方面表现出动态困难，这引发了负面情绪和不适当的修改，并且注意到/理解反馈并不能保证认知策略的使用。在行为上，学生们在三个写作周期中表现出了实施同伴反馈的不同趋势，并部署了各种可观察到的修改策略。总体而言，发现学生参与接受同伴反馈的动态受到许多个人和背景因素的影响，这表明第二语言学生参与同伴反馈的可塑性。