Cognitive engagement in blended learning of L2 writing: dimensions and influencing factors

This study explores the dimensions and influencing factors of Chinese students’ cognitive engagement in a blended learning environment that integrates offline classroom instruction with online written evaluation (including AI-driven automated written evaluation and human-based evaluation). By analyzing data from questionnaires, semi-structured interviews, writing drafts, and feedback, the findings reveal that: (1) students’ cognitive engagement in blended learning is indicated by their attention, cognitive and metacognitive operations, and self-regulation; (2) These dimensions are influenced by a combination of individual and contextual factors, including learner autonomy, study habits, motivation, exams, task difficulty, and instruction mode. This study has significant theoretical and practical implications for enhancing student engagement in blended learning and for the deeper integration of AI into second language (L2) writing instruction.