While previous research has investigated teacher oral feedback practices and their influences on student learning, little research has examined how students interpret and engage with teacher feedback, which is critical to the feedback effectiveness and the success of learning and performance. According to Ellis, student engagement is clearly defined as the ways that students respond to the feedback, which can be cognitive, behavioral, and affective. Drawing upon students’ oral presentations together with teacher oral feedback, semi-structured interviews, stimulated recalls, reflective accounts, and PowerPoint (PPT) slides for the oral presentations, this case study investigates three undergraduates’ cognitive, behavioral, and affective engagement with teachers’ oral feedback provided on in-class oral presentations in an English as a foreign language context. The findings indicated that cognitively, the students occasionally ignored teacher feedback, but they were able to notice and understand most of the teacher feedback by using cognitive operations. Behaviorally, the students attempted to respond to teacher feedback by repairing linguistic errors, revising and editing their PPT slides, or improving their presentation delivery. Affectively, students displayed mostly positive attitudes toward teacher feedback and a wide range of discrete emotions were induced by the feedback, which were subject to students’ self-regulation. Further insights can be drawn from the findings into understanding how teachers of English as a foreign language (EFL) can help students harvest benefits when engaging with teacher oral feedback.

虽然以前的研究调查了教师口头反馈实践及其对学生学习的影响，但很少有研究调查学生如何解释和参与教师反馈，这对反馈的有效性以及学习和表现的成功至关重要。根据埃利斯的说法，学生参与被明确定义为学生对反馈的反应方式，可以是认知的、行为的和情感的。本案例研究利用学生的口头报告以及教师的口头反馈、半结构化访谈、刺激回忆、反思账户和 PowerPoint (PPT) 幻灯片，调查了三名本科生的认知、行为、以及在英语作为外语环境中对课堂口头报告提供的教师口头反馈的情感参与。研究结果表明，在认知上，学生偶尔会忽略老师的反馈，但他们能够通过使用认知操作来注意到和理解大部分老师的反馈。在行为上，学生试图通过修复语言错误、修改和编辑他们的 PPT 幻灯片或改进他们的演示文稿来回应老师的反馈。在情感上，学生对教师的反馈大多表现出积极的态度，反馈引发了广泛的离散情绪，这些情绪受制于学生的自我调节。