The mediating effects of student beliefs on engagement with written feedback in preparation for high-stakes English writing assessment

Research in L2 writing contexts has shown developing writers’ beliefs exert a powerful mediating effect on how they respond to written feedback. The role of is magnified preparation for high-stakes English assessment contexts, where tangible outcomes pivot successful test performance. present qualitative case study utilises data from semi-structured interviews investigate the three self-directed IELTS candidates mediated their affective, behavioural, and cognitive engagement with electronic teacher feedback across multi-draft Task 2 rehearsal essays. Utilising metacognitive conceptual approach (Wenden, 1998), identified seven themes: 1) self-concept regulated engagement, 2) reliance expertise quality teacher, 3) was by individuals’ learning-to-write beliefs, 4) belief comprehensive, critical feedback, 5) deemed transferable more comprehensively engaged with, 6) entrenched test-taking strategy hindered 7) supplementary learning activities were considered limited value. implications practitioners Writing co-owners are discussed.