According to Ellis’s ((2010) Studies in Second Language Acquisition, 32, 335 -349) dimensional perspective on learner engagement with corrective feedback, this study explain on a naturalistic case study involving four KFL learners. The method of this study was conducted to explore how learners cognitively, behaviorally, and affectively engage with written corrective feedback. As a result, prominent in the data are individual differences in learner engagement with written corrective feedback, which may be caused partly to learners’ beliefs and experiences about former learning L2 experience, their L2 learning background, This study suggest that teachers need to have a thorough understanding of students’ backgrounds and beliefs. Additionally, they should use carefully their strategies to enhance students’ engagement.