The present study, aimed at exploring if there any difference in the WCF engagement (affective, behavioral, and cognitive) of learners who receive WCF collaboratively or individually, and if learners who receive collaborative or individual written corrective feedback (WCF) show any variation in engagement levels across affective, behavioral, and cognitive dimensions of corrective feedback. Accordingly, devising a mixed methods design, aimed at discovering and comparing the engagement degree of intermediate English language learners with WCF both individually and collaboratively. Meanwhile, the study examined the efficiency of the teacher’ technique for enhancing learners’ engagement with WCF in both experimental groups. The results of the quasi-experimental design with three groups and a pretest and a posttest implemented on 48 learners who were selected via convenient sampling demonstrated that the collaborative instruction, as offered in this study, could significantly raise engagement level of the learners (n = 16) in comparison with the individual instruction in the individual group (n = 16). In addition, the learners in both groups had higher engagement than the control group (n = 16). Moreover, the participants perceptions, as reflected in the interview after the course, showed that the collaborative instruction, and to some extent, individual instruction encouraged noticing, teacher-learner interaction, cooperation and competition, learners’ sense of achievement problem solving and discovery learning among the participants. It was also found that it raises contextualized and meaning-based learning.
