<![CDATA[Background: Although dialogic feedback has received increasing attention in EFL writing research, little is known about whether students with different proficiency levels experience similar engagement challenges during dialogic feedback. This study aims to explore the engagement challenges experienced by low-proficiency and intermediate-proficiency EFL students. Methodology: This study employed a qualitative multiple-case study design involving six undergraduate EFL students at an Indonesian public university. Participants were purposively selected based on their proficiency levels from an in-house essay diagnostic test assessed using the IELTS Writing Task 2 band scale (1–9). Students scoring below Band 3 were classified as A1 (low proficiency), while those scoring Band 4–5 were classified as B1 (intermediate proficiency). Three students from each group were selected to form two contrasting cases. Data were collected through semi-structured interviews and analysed thematically using within-case and cross-case comparisons. Findings: The findings revealed both shared and proficiency-specific engagement challenges among the six participants. Both low-proficiency and intermediate-proficiency students experienced unclear feedback, revisions limited to lecturer corrections, and low self-confidence. However, low-proficiency students also faced dependence on lecturer authority, difficulty transferring feedback to future writing tasks, limited clarification-seeking, inadequate preparation, and greater fear and anxiety during feedback interactions. In contrast, intermediate-proficiency students mainly experienced inconsistent clarification-seeking, anxiety related to extensive revisions, and sensitivity to lecturers’ attitudes and appreciation. Conclusion: The findings suggest that engagement challenges during dialogic feedback vary across proficiency levels. Common challenges were evident in both groups, whereas proficiency-specific challenges reflected differences in students’ experiences and support needs. Therefore, dialogic feedback should be adapted to accommodate these differences in order to promote more effective student engagement. Originality: This study contributes to the dialogic feedback literature by providing insights into engagement challenges during dialogic feedback interactions among low- and intermediate-proficiency EFL students in an Indonesian higher education context. It extends previous proficiency-based research by highlighting how students at different proficiency levels experience and navigate challenges in dialogic feedback.]]>
