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Student engagement with generative AI (GenAI) feedback is central to effective second language (L2) writing development. However, behavioral, cognitive, and emotional challenges often undermine this engagement, limiting the pedagogical potential of GenAI feedback. This study examines the changes in 10 college students’ engagement with GenAI feedback associated with teacher and peer scaffolding in a Chinese English-as-a-foreign-language (EFL) context. Data were collected through chat logs, essay drafts, and semi-structured interviews. The results show descriptive increases in students’ engagement with GenAI feedback during the interaction and revision phases, although to varying degrees. Teacher scaffolding such as systematic modeling, guided reflection, and real-time feedback, as well as peer scaffolding such as interpersonal relationship and group collaboration were found to be related to enhanced engagement. This study contributes to the literature on enhancement of student engagement with GenAI feedback and provides practical recommendations for GenAI use in L2 writing classes.
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Rong et al. (2026) studied this question.
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