Within the context of second language (L2) writing, learner engagement with feedback has elicited significant theoretical and empirical interest (e.g., Zhang & Hyland, 2018; Zheng & Yu, 2018). Research has highlighted the dynamic nature of learner engagement with written corrective feedback (WCF), but the ways in which learner and contextual factors impact such engagement with WCF in authentic classrooms are still underexplored (Han, 2019). Furthermore, little is known about how L2 learners engage with WCF from an ecological perspective, which considers the relationships between learners and their surrounding environments (Bronfenbrenner, 1993; van Lier, 2000). Situated in an adult French-as-a-second-language (FSL) setting in Canada, this study adopted an ecological perspective to analyze the influence of learner and contextual factors on learners' affective, cognitive, and behavioral engagement with WCF on linguistic errors. Participants in this study were five adult students registered in an FSL program in the francophone province of Quebec. Data were collected from multiple sources, including students' drafts with written feedback provided, semistructured interviews, retrospective verbal reports, and other class documents. Findings show that learner and contextual factors influence learners' affective, cognitive, and behavioral engagement with WCF in a number of complex ways.