This paper reports on a multiple case study classroom observation investigating the types and qualities of teachers' AfL strategies among three English teachers across three distinct types of secondary schools in Indonesia. The study found that while teachers are integrating several AfL strategies, the quality issues persist. The study highlights a significant reliance on superficial questioning and frequent confirmatory rather than formative feedback practices. These findings may reflect a lack of the teachers' understanding of formative assessment that hinders its substantive application in the class. There is an immediate need to provide teachers with professional development in questioning and feedback practice delivery to support teachers in integrating these assessment techniques tailored to the needs of students, foster an engaging learning environment, and maximize the potential of AfL to improve educational outcomes.