With technological advancements, Automated Writing Evaluation (AWE) has garnered increasing interest in L2 writing research, significantly enhancing our understanding of AWE tools’ practices and efficacy in L2 writing instruction. However, the relationships between feedback types (teacher vs. AWE) and different dimensions of engagement (cognitive and affective) remain largely underexplored. This study investigates the impact of feedback types on learners’ cognitive and affective engagement, as well as their L2 writing development. Seventy-two EFL learners participated as part of their regular English curriculum. Over twelve weeks, students received feedback on their essays from either a teacher or AWE programs. Progress in writing abilities was tracked through measurement tests, and engagement questionnaires were administered. Results indicated that both feedback types improved L2 writing abilities. However, teacher feedback proved more effective in promoting students’ cognitive and affective engagement compared to AWE feedback.

1. INTRODUCTION
2. REVIEW OF THE LITERATURE
    2.1. Written Corrective Feedback in L2 Writing
    2.2. Learner Engagement with Written Feedback
    2.3. The Current Study
3. METHODOLOGY
    3.1. Participants
    3.2. Materials
    3.3. Procedure
    3.4. Statistical Analysis
4. Result
    4.1. Feedback Type and L2 Writing Development
    4.2. Feedback Type and Cognitive Engagement
    4.3. Feedback Type and Affective Engagement
5. Discussion
6. Conclusion
REFERENCES
APPENDIX A
APPENDIX B

• Yoonkyeong Bae(Doctorate Candidate, Department of English Education, Pusan National University)
• YeonJoo Jung(Professor, Department of English Education, Pusan National University, 2, Busandaehak-ro 63beon-gil, Geumjeong-gu, Busan, 46241, Korea) Corresponding author