and their teaching objectives. Although the four teachers differ in their perceptions of the function of specific questioning control strategies, they generally recognize the importance of using simplification, elicitation and change in questioning control strategies in terms of student classroom participant and language input and output. In addition, according to the results of classroom observations and interviews, they both show that the teachers’ attitudes towards evaluation strategies in questioning were highly valued, but they also acknowledge some problems in their use, which required more time and effort to adapt. Generally speaking, based on the results of the teacher interviews, it is evident that teachers place more emphasis on the role of questioning in organizing classroom activities and stimulating students’ interest in learning, while the choice of questioning strategies is more influenced by the content and the level of students. Teachers’ feedback tended to give importance to the content of the feedback, but it was difficult to give complete importance to it.
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