This study focuses on the oral error correction techniques applied by teachers when a student commits errors during oral activities whether speaking or reading. It also examined whether teachers’ ways of error correction affected students’ participation in oral activities. An observation was utilized for the data collection. Findings showed that students were affected positively or negatively by the teacher’s error corrections. They also draw the attention for importance of the scientific ways of correcting errors. This study concludes with the idea that English teacher should get involved in such self-observation studies in order to realize their current practices in the classroom. The data yielded a number of interesting findings which showed that there were differences and similarities between male and female teachers in the ways of correcting students’ oral errors. At the end of this thesis, recommendations and suggestions were given.
Keywords: Fluency, Mistake, Oral Errors, Techniques
