With increasing attention to student engagement with feedback, the need for a paradigm shift problematizing the transmissive view of feedback has been voiced. Recent perspectives hold that feedback is a dialogic process and opportunities for dialogue promote students' knowledge-making processes in their engagement with feedback. Theoretically grounded in a dialogic view of feedback, the present study proposes a three-stage model of written feedback dialogue that can be implemented in an EFL writing classroom and examines its effect on student engagement. The researcher conducted interviews with Korean EFL students enrolled in an English writing course and analyzed their written texts in light of three domains of student engagement: affective, behavioral, and cognitive. Study findings show that students displayed agentive behaviors: monitoring, evaluating, and regulating their learning throughout the feedback process. Overall, the study argues for pedagogical shifts toward a robust dialogic approach to feedback practices, which often otherwise remain monologic.