“First Among Equals”: Unpacking Patterns of EFL Teachers’ Sustainable Feedback Strategies in Learner-Centered Language Learning Classrooms in the Chinese Context

This narrative case study investigated English as a Foreign Language (EFL) teachers’ sustainable strategies in giving feedback and the factors influencing decision-making learner-centered language learning classroom Chinese context. Data from transcripts of videotaped interaction, audio-taped stimulated recalls, semi-structured interviews were collected analyzed to report findings. Results indicated that there six types naturally occurring teacher classroom, including negotiated feedback, content task informational affective strategy feedback. Among them, was most preferred, but least used across course. Furthermore, different patterns distribution between well oral written More importantly, results revealed teacher’s influenced by four factors: teacher-related factors, learner-related task-related context-related factors. The paper provides possible explanations for interpretations EFL qualitative data offers some implications sustaining promote students’ development.