The main purpose of this study was to investigate the kind of feeling high schoolrnEnglish language learners have on their teachers' verbal feedback, their perception ofrnthe extent of information on the correctness or incorrectness of their responsesrncontained in teachers' verbal feedback, their perception of the extent of explanationrngiven in teachers' verbal feedback on the correctness or incorrectness of responses,rnand their perception of the kind of direction given in teachers' verbal feedback forrnbetter or improved responses or output.rnTo achieve the objectives, four grade eleven English language lessons of four sectionsrnat the Higher 12 Comprehensive Secondary School here in Addis Ababa werernrecorded and extracts of classroom exchanges or discourses were transcribed to bernused as basis for the study. The feedback types found in the lessons wererncategorized and ana lysed in terms of frequencies and percentages. Accordingly, therntwenty types of feedback employed in the recorded lessons were used to develop arnquestionnaire so that the learners of the four sections from which the lessons werernrecorded could give their perception on these types of teachers' verbal feedback usedrnin the four lessons and presented in the questionnaire. One hundred and sixty eightrnlearners from the four sections filled in the questionnaire while twenty others fromrnthese sections were interviewed. Then, the results were analysed both quantitativelyrnand qualitatively.rnSome of the results showed that most of the respondents have positive feeling aboutrnall the feedback types employed in the four lessons except in the case of the provisionrn(rnSome of the results showed that most of the respondents have positive feeling aboutrnall the feedback types employed in the four lessons except in the case of the provisionrnof "Interrupt" and "Simple Reproof Denial" which are found to provoke the feeling ofrnlearners negatively. The learners have positive feeling when they are praised by theirrnteachers for their adequate or correct responses, and contrary to this, most of thernlearners have negative feeling when their teachers comment on their wrong orrninadequate performance.rnAll the respondents positively or favourably perceive the extent of information onrncorrectness and/or incorrectness of responses contained in all the teachers' verbalrnfeedback and have similar perception on the extent of explanation contained in all thernteacher's verbal feedback except in the case of the provision of "Interrupt" where thernmajority of the respondents have negative or unfavourable perception as regards thernextent of explanation contained. Except in the case of the provision of 'Interrupt' andrn'Simple Reproof Denial, most learners positively perceive the kind of direction given inrnthe teachers' verbal feedback, and, in general, the respondents' understanding of theirrnteachers' verbal feedback is favourable or positive.rnOn the basis of these findings, conclusions were drawn and possiblernrecommendations put forward to hopefully help improve the English languagernteaching/learning process.