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oom evaluation language of four English teachers at a junior high school in Luoyang City, as well as its correlation to students’ classroom participation, are thoroughly examined, revealing the importance of teacher evaluation language in junior high school English teaching and its impact on students’ participation behavior. The primary conclusions of the study can be stated as follows: 

As for the first research question, How is the students’ participation in junior high school English class? In terms of behavioral participation, most junior high school students can listen attentively and take notes frequently, but when discussing new English knowledge, they are not very active in speaking and need to improve their degree of study. In class, they rarely sum up their existing problems and make improvements. In class, most of the time they still passively receive and rarely take the initiative to raise their own questions and opinions. In terms of cognitive participation, most students in English class use surface strategy and dependent strategy. Students seldom use deep strategies. Most of them tend to memorize and mechanically train words and grammar rules, but they seldom use deep learning strategies such as understanding, association and flexible application. In terms of dependence strategies, junior high school students rely less on their peers in group activities and more on teachers. Most students learn according to the teaching progress and arrangement of teachers, and learn how teachers teach. In terms of emotional participation, most students find English learning interesting and are willing to take English classes. They are especially interested in activities in English class, such as role playing and group discussion. In English learning, students’ positive emotions dominate. However, in the classroom observation, some students still have a sense of anxiety and boredom in the English class, leading to the situation of distraction and inconcentration.

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