The present study was primarily undertaken to investigaternthe feedback behaviour of Grade Eleven English teachers.rnIt was. specifically made to find out how much of the class-rn1:1/1e is spent on the prov ision of feedback, what types ofrnfeedback Grade Eleven English teachers use and to see ifrnthere exists a regular pattern in the reactions. of teachers.rnEight eXperienced English teachers were selected from therntwenty-four government highschools in Addis Ababa. A systemrnof analysis which identifies forty-three elements of l?ositive~rnNegative and Miscellaneous Feedback was developed.rnThe study has shown that teachers on average spendrn29.2% of the class~tLne 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 Simple Praise Confir~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 mostrnfrequently used Interruption, Simple Reproof Denial and Loop;rnand they showed much agreement in the uae of Repet1tinn withrnno change.rnThe success ratio computed for some of the most frequentlyrnused types of Negative Feedback showed that the use ofrncategories like Question 3, Clues, prompt and explanationrnbears success in eilci ting correct responses.rnBased on the findings of the study it is emphaticallyrnrecolIllIlended that teachers need to reflect on their behaviourrnÂ·in order to promote imp~ve~ent on their current practices.