The present study applied a multiple-case study design to investigate Chinese as a foreign language (CFL) students' responses to computer-mediated coded feedback and the factors that influence students' responses in an online multiple-draft Chinese writing context. Three intermediate-level students of Chinese completed four drafts for which they received computer-mediated coded feedback, proceeded through four revisions, and participated in four interviews. Data analyses revealed that the participants became more responsive to the feedback received and more successful in correcting errors across assignments. The results of the data analyses also identified several factors that influenced students' responses to feedback, including revision strategies, error type, unfamiliarity with error codes, attitude toward coded feedback, stance toward the multiple-draft writing approach, and perceptions of the relevance of feedback. This study sheds light on computer-mediated coded feedback practices and has important implications for teaching.