Student-Teachers’ Engagement in Mediated Writing Feedback JELTL (Journal of English Language Teaching and Linguistics), 5(3), 2020 321 JELTL (Journal of English Language Teaching and Linguistics) e-ISSN: 2502-6062, p-ISSN: 2503-1848 2020, Vol. 5(3) www.jeltl.org Student-Teachers’ Engagement in Mediated Writing Feedback: Narrative Inquiry Muhammad Reza Pahlevi Universitas Singaperbangsa Karawang mreza.pahlevi@fkip.unsika.ac.id Abstract Advance of technology brings about different ways in language learning and teaching. Indeed, mediated writing feedback has been adopted and demanded in language assessment. However, little is known on how students’ engagement in mediated writing feedback. This present study explores students’ engagement in mediated writing feedback. Narrative inquiry design was used to reveal students’ experience and reflection of mediated writing feedback. Three student-teachers involved in this study. They assigned as they meet requirement in this study. They were in thesis writing. Semi-structured interview used to reveal students’ learning experience in receiving mediated writing feedback. Students’ writing work used in this study as well. The obtained data were analyzed by thematic analysis. They also interpreted by theories lenses. The findings illustrated that mediated writing feedback stimulates students learn to write actively (behavior engagement), assists students learn to write (cognitive engagement), and have a balance emotion (emotional engagement.) Keywords: mediated writing feedback, students’ engagement, student-teachers, narrative inquiry 1. INTRODUCTION Writing feedback becomes crucial in initiating students learn to write. It is closely on how students are engaged and what factors that influenced students to engage in learning to write. Many factors that impact students’ engagement like social support (teachers, peers, and family members) and sense of community as direct and indirect factors. However, only teachers role that significantly influenced students’ engagement in learning (Vayre & Vonthron, 2017). Therefore, teachers take essential role in collaborating with the students in learning to write. Empirical evidence reported by Guasch et al., (2013) point out that best