【摘要】 近年来，二语写作反馈投入研究日益增多，但以单一反馈类型和量化研究为主。本研究采用多案例方法，考察教师反馈、同伴反馈、自动写作评价反馈对二语写作反馈投入的影响并探究其影响因素。研究发现：(1)教师反馈有效促进了高语言水平学习者的认知投入，同伴反馈对中低语言水平学习者情感投入的作用明显，自动写作评价反馈显著提升了外在动机型学习者的行为投入；(2)语言水平、动机类型、个性特征、学习信念、反馈明晰度、反馈可信度等因素共同作用于学习者的二语写作反馈投入。研究结果揭示了反馈类型与反馈投入之间的适配关系，对优化二语写作教学、提升反馈有效性具有启示作用。更多还原

【Abstract】 Recent years have seen a growing interest in L2 writing feedback engagement, but existing studies mainly focus on a single type of feedback with a quantitative method. Employing a multiple-case study approach, this study investigates the impact of teacher feedback, peer feedback, and automated writing evaluation(AWE) feedback on learners’ engagement with L2 writing feedback and explores the factors that influence this impact. It finds that(1) teacher feedback fosters cognitive engagement in high-proficiency learners; peer feedback enhances affective engagement among learners at lower-intermediate proficiency levels, and AWE feedback notably boosts behavioral engagement among learners driven by extrinsic motivation, and(2) L2 writing feedback engagement is shaped by factors such as language proficiency, motivational orientation, personality traits, learning beliefs, feedback clarity and feedback credibility. These findings suggest adaptive relationships between feedback type and feedback engagement, providing implications for enhancing writing instruction and feedback effectiveness in L2 writing contexts.更多还原