INVESTIGATING STRATEGIES FOR ENGAGING STUDENTS WHO ARE RESISTANT TO TEACHERS’ CORRECTIVE FEEDBACK

Abstract

This study investigated the strategies teachers use to engage students who are resistant to
corrective feedback by examining the common forms of student resistance, teachers' engagement
strategies, and students' responsiveness to corrective feedback across different demographic
characteristics. A quantitative descriptive survey design was adopted, and data were collected
from 56 in-service teachers using a structured Google Forms questionnaire with five-point Likertscale items. Descriptive statistics, including frequencies, percentages, means, and standard
deviations, were used to analyze the data. The findings revealed that students commonly resisted
corrective feedback by ignoring teachers' comments, becoming defensive, and failing to revise
their work. Teachers reported that using constructive feedback, individualized discussions,
positive reinforcement, reflective learning activities, and collaborative goal setting, as the primary
strategies for engaging resistant students. While modest differences in students' responsiveness
were observed across demographic characteristics, supportive and learner-centered engagement
strategies were perceived as effective across all student groups. The study concludes that the
success of corrective feedback depends not only on the quality of the feedback but also on teachers'
ability to create supportive learning environments that foster student engagement and feedback
acceptance. It recommends that educators adopt student-centered feedback practices and
strengthen students' feedback literacy to improve learning outcomes.