大多數實驗研究表明教師的評估和回饋能夠促進學生口頭彙報的表現，但這種研究現象致使我們對教師回饋的過程缺乏理解。本研究以三名教學經驗豐富的中國大學英語教師為個案，運用半結構式訪談，探索在自然條件下的英語課堂，教師採用點評方式對學生口頭彙報進行回饋的本質和過程。資料分析結果表明，三名教師點評的本質在於給予學生回饋而非評估學生表現。另外，結果也表明受多種因素影響，三名教師的點評方式、焦點和功能各不相同。最後本文對教師回饋實踐和後續研究提出一些可行性建議。 Previous research has revealed that teacher feedback encourages students’ learning of a second language and improves task performance. While former quasi-experimental studies emphasized the positive effects of formative assessment and feedback by teachers on developing oral presentation competence, it remains unclear about the processes during which teachers provide feedback in the form of verbal comments on oral presentations. Therefore, this paper describes an exploratory case study that examines the nature and processes of three experienced EFL teachers’ commentary on students’ classroom oral presentations in a Chinese university. Data for this study were obtained from the teachers’ self-reported accounts of commentary experiences during semi-structured interviews. Findings showed that the three teachers’ comments on oral presentations were feedback-focused in nature; however, they diversified their comments in terms of delivery mode, function and focus. The study has implications for future teacher feedback research and EFL classroom practice with regard to the ways in which teachers provide feedback on oral presentation tasks.