The aim of this study is to investigate the practices and challenges of feedbackrnand correction provision of English teachers in grade eleven speaking sessions.rnThe study is conducted in Bishoflu PreparatOlY School and Oda Nebe HighrnSchool. The research is a descriptive survey study. Data were collected by meansrnof teacher and student- surveys, classroom observations, and interview. The datarnwere analyzed using percentage, Fequency distribution and mean score. Forrnstudents questionnaire j 41 students were sampled using simple random samplingrnand purposeful sampling was used for students' interview and comprehensiblernsampling is used for teachers' interview. Observation is made based on quotarnsampling then simple random sampling was used to select the four sectionsrnobserved. For both teachers and students semi-structured questionnaire isrnadopted. The data analysis revealed that English teachers face some problemsrnthat hindered them Fom applying effective feedback and correction methods. Thernmost significant reason for the failure to achieve the intended ej}ect of feedbackrnand error correction proviSion includes classroom size, students' lowrnpeljormance, lack of awareness etc. Teachers mostly give feedback andrncorrections using their intuition. Finally, the paper pulls together suggestionsrnFom literature on how to organize and provide feedback and correction. Thernpaper shows the crucial role teachers play in determining types of feedback andrncorrection and its timing. The results of the study implies that teachers shouldrnoffer consistent guidance and support on speaking tasks and systematicallyrnemploy appropriate feedback and correction types and techniques