The major determinant of the effectiveness of feedback is the students’ engagement with feedback. The students’ engagement with written feedback in EFL writing class has been widely examined. However, students’ engagement with audio feedback in virtual writing class is still underexplored. To fill the gap, this case study aims to explore how 6 English language education students engaged affectively, behaviorally, and cognitively with audio feedback in a virtual writing class. The data is collected from two sources, including the drafts of students’ writing and semi-structured-interview. Even though the students’ affective and behavioral engagement were positive, students’ cognitive engagement did not show any good results in their language proficiency. The imbalance between those three engagements may be caused by the student's English proficiency and the understanding of the audio feedback given. This paper also discusses the further implications of this study.

Affiliation: Universitas Muhammadiyah Purwokerto, Central Java

Email: shelia.anjarani@gmail.com