This chapter reports the second-phase study, which answers the “why” question by exploring the reasoning behind students’ feedback responses in revision. This study phase helps unpack and partially visualise the student feedback engagement and its intricacy. Data were collected from the first round of individual semi-structured interviews with each of the six Chinese international doctoral students. The interviews are analysed thematically, revealinsg students’ perceptions of different feedback foci and formulations. The findings from the first-round interviews not only substantiate, develop, and refine the results of the text analysis from the previous phase but also extend our understanding of the students’ active and intensive engagement with feedback: as L2 students with limited experience and confidence in academic English writing, they tend to follow language-related feedback strictly, addressing their perceived weaknesses in this area; simultaneously, they strive to retain ownership of their writing and develop their academic voice by exerting more control over the content, which manifests their ideas, subject knowledge and contributions to the field. Moreover, the results also point to a potential misunderstanding or misinterpretation supervisors often hold towards the students’ “inaction” to feedback. Such “inaction” usually signifies indirect rejection of or disagreement with the feedback, thus suggesting profound internal feedback engagement. The results indicate the significance of supervisors envisaging the students’ feedback engagement in relation to their linguistic and cultural backgrounds when designing feedback practice regarding “what” and “how”. In this manner, the intercultural feedback dialogues communicate information not only about addressing the writing and learning gaps, but also about culturally diverse perceptions of these gaps and the approaches to filling the gaps.