The purpose of this study was to explore the relationship between students’ cognitive engagement with written corrective feedback (WCF) and their revision behavior. Based on the assumption that different levels of cognitive involvement are linked to learners’ use of the feedback, we investigated how different post-feedback activities (i.e., reading, copying, and explaining the feedback) would affect second language writers’ behavioral engagement with WCF during the revision phase. Ninety-eight students were divided into three experimental groups and one control group. Experimental groups performed one of the three post-feedback activities before revising their original writing. The participants’ revision behavior was examined by their uptake of WCF. Additionally, the change in writing quality between the first and the revised drafts was investigated. Results showed that activities that promote deeper cognitive processing generally led to higher uptake of WCF in revision. The effects of post-feedback activities, however, varied for error types. All the post-feedback activities were effective in improving the quality of writing.

1. INTRODUCTION
2. LITERATURE REVIEW
    2.1. Learner Engagement with WCF
    2.2. Empirical Research on Learner Engagement with WCF
3. METHODS
    3.1. Settings and Participants
    3.2. Writing Task and WCF
    3.3. Procedures
    3.4. Data Analysis
4. FINDINGS
    4.1. Overview of WCF by Error Types
    4.2. Learners’ Uptake of WCF
    4.3. Effects of Post-feedback Activities on Learners’ Uptake
    4.4. Differences in the Quality of Writing
5. DISCUSSION
6. CONCLUSION
REFERENCES

• Ji-Hyun Park(Professor, Department of English Education, Gyeongin National University of Education)
• Soojin Ahn(Professor, Division of General English, University of Seoul) Corresponding author