Teacher written feedback (TWF) refers to the written comments, corrections and responses offered by second language (L2) teachers on students’ writing drafts. This practice, being considered common and important in scaffolding L2 students’ writing process and improving writing products, has attracted significant research attention.Among the existing literature, two gaps have been discovered. Firstly, the majority concentrated on written corrective feedback (WCF), indicating feedback exclusively on linguistic and grammatical errors. However, in many English-teaching classes, teachers not only provide linguistic feedback, but also deliver feedback on non-linguistic aspects of writing problems, including content, organisation, genre and linguistic use. Moreover, L2 students were found to expect different aspects of TWF in their writing. Thus, research on WCF exclusively is insufficient to generate a comprehensive comprehension of TWF, does not reflect the teaching practice in authentic classes and ignores the preferences of students. Secondly, research on TWF was mostly quasi-experimental, investigating the efficacy of feedback on writing performance. This overemphasis on the written products as evidence of learning overlooks the learning that could happen during the process where students engage with TWF and the individual and contextual factors that come into play during the process. Thus, there is a call for more research on learner engagement with teacher feedback on all aspects (i.e. local, global and praises) and how various writer-related and contextual factors mediate engagement. To respond to this call, the current qualitative longitudinal case study tried to fill the gap by investigating how Chinese English-major university students with diverse English proficiency levels engaged with TWF from cognitive, behavioural and affective perspectives in a naturalistic classroom setting as well as examined individual and contextual factors that mediated student engagement