Recent case-study research on L2 student engagement with automated writing evaluation (AWE) feedback shows it is not simply a matter of understanding and implementing suggested changes but can instead be strongly influenced by individual and contextual factors. The present multiple-case study builds on this work by investigating the extent to which engagement supports learning from, and is influenced by trust in, AWE feedback. Six Mandarin L1 university students at different levels of English writing instruction participated, each providing a text they had written for a current course, which was submitted to the tool Grammarly for feedback. Screen-capture recordings, stimulated recalls, and interviews were used to collect information about how much of the feedback participants viewed, which of it they accepted, which they ignored or modified, and why they did so. Findings showed participants adopting a proofreading as opposed to a learning orientation toward the feedback, perhaps because most of it included specific corrections, thus requiring little work on the user’s part. Whereas previous studies attributed more successful engagement with AWE feedback to higher language proficiency, the present research showed different dimensions of trust in Grammarly’s feedback to be determining factors.

最近对具有自动写作评估（AWE）反馈的第二语言学生参与度的案例研究表明，这不仅仅是理解和实施建议的更改的问题，而是会受到个人和上下文因素的强烈影响。当前的多案例研究通过研究参与支持从AWE反馈中学习并受其影响的程度，以此为基础。六名具有不同英语写作指导水平的普通话一级大学生参加了会议，每人提供了他们为当前课程编写的文本，然后将其提交给工具Grammarly以供反馈。屏幕捕获记录，激发的回忆和访谈被用于收集有关参与者查看了多少反馈，他们接受了哪些反馈，他们忽略或修改了哪些反馈的信息，以及他们为什么这样做。调查结果表明，参与者采用的是校对，而不是针对反馈的学习取向，这可能是因为其中大多数包含特定的更正，因此用户方面的工作量很少。尽管先前的研究将对AWE反馈的更成功的参与归因于较高的语言熟练度，但本研究表明，对语法语法反馈的信任的不同维度是决定因素。