VietTESOL International Convention 2026

Student engagement plays a crucial role in determining the effectiveness of teacher feedback in writing. Despite the increasing interest in student engagement with feedback, limited research has examined how students behaviorally engage with teacher digital feedback during the revision process. This study traced students’ behavioral engagement with teacher digital feedback and explored the engagement patterns that emerged from their interactions with feedback during revision. The study employed a qualitative research design, involving 30 English majors in an EFL writing course at a Vietnamese university. Data were collected through screen-recorded revision sessions using word-processing software, accompanied by think-aloud protocols and stimulated recall interviews. The data were analyzed using thematic analysis to identify patterns of behavioral engagement. The findings revealed considerable variation in how students engaged behaviorally with teacher digital feedback during revision. Several distinct behavioral engagement patterns emerged, ranging from extensive uptake with active text modifications to more selective engagement with teacher comments. The study provides critical insight into students’ behavioral engagement with teacher digital feedback as it occurs in real-time. The findings also offer pedagogical implications for promoting more effective engagement with teacher digital feedback in EFL writing contexts.
Key words: feedback engagement, electronic feedback, L2 writing, revision process, think-aloud protocol