Drawing upon meta-analytic approaches, and with the reports from key Chinese journals of foreign languages and Chinese as a second language as primary data, this article analyzes Chinese scholars’ empirical research on second language teachers’ oral corrective feedback from January 1991 to September 2015. In particular, it overviews the profile of existing studies in laboratory settings. It was found that Chinese scholars’ research on second language teachers’ oral corrective feedback has gone through substantial changes in both methods and contents. With research in laboratory settings, while enjoying a rapid development, it is also experiencing various problems, such as the choice of subjects, the investigation of specific feedback types, the timing of delayed post tests, and the findings about the effect of corrective feedback.