Th~ present study was primarily undertaken to investigaternthe feedback behaviour of Grade Sleven English teachers.rnIt "aa specifically made to find out how much of the c1asstimernis spent on the provision of feedback, what types ofrnfeedback Grade Eleven English teachers use and to see ~rnthere exists a regular pattern in the reactions. of teachers.rnEight experienced English teachers were .elected fro& therntwenty-four government highschools in Addis Ababa. A systemrnof analysis which identifies forty-three elements of 10si tive"rnNegative and Miscellaneous Feedback was developed.rnThe study has shown that teachers on average spendrnZ9.2% of the class_time on the provision of feedback. Thernresearch has also identified 539 occurrences of PositivernFeedback and 336 of Negative Feedback. The most frequentlyrnused types of Positive Feedback were Slmp1e Praise Confu.ationrnand Positive Repetition. However, teachers showed muchrnagreement between themselves in the use of PositivernExplanation and Several Answers Solicitation without Clues.rnAmong the various types of Negative Feedback teachers ~os~rnfrequently used Interruption, Simple Reproof Denial and Loop;rnand they showed much agreement in the vae of Bepetlt1Dn withrnno chen.ge.rnThe success ratio computed for some of the eost frequentlyrnused types of Negative Feedback showed that the use ofrncategories like Question 3, Clues, prompt and explanationrnbears success in eliciting correct responses.rnBased on the findings of the study it is emphaticall.yrnrecommended that teachers need to reflect on their behaviourrn.in order to promote imptri)Vementon their current practices