Abstract
In this paper, the video lessons of three excellent junior high school English teachers from the National Education Resources Public Service Platform (NERSP) were selected for the study, and the teacher feedback in their classroom discourse was collected and quantitatively analyzed through classroom observation. The results showed that, in general, the excellent English teachers tended to use positive affirmative feedback in classroom feedback, and tended to choose to guide students' responses and thinking when giving positive negative feedback, and negative feedback was almost never used. It is hoped that these findings will provide positive implications for English teachers' effective use of classroom feedback.
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