The main purpose of this study was to investigate the effects of teachers' oral error treatmentrn(supportive oral error feedback) on students' behaviour in error correction in the EFL classroom. Ofrnthis, the study tries to explore the types of oral errors students made frequently in their attempt tornspeak in the class. In addition, this study attempts to find out the extent of supportive oral feedbackrn(clues) teachers provided to students following their oral errors that enabled them to correct thernerrors themselves. An al/empt is also made to identify the effects of teachers' oral error treatmentrn(supportive oral error feedback) on students' behaviour in error correction.rnTo meet the objectives above, three 10+3 English language teachers and their students at GeneralrnWingate TVET College were recorded and observed while teaching and learning respectively.rnCompleting the transcription of the recorded lessons, the types of students' oral errors werernidentified based on Dulay et al. (1982) categOlY of errors. The supportive oral feedback (clues)rnprovided to students following their oral errors were found out based on Harmer (2001), andrnRichards and Lockhart (1994) oral feedback strategies. The effects of teachers' oral error treatmentrn(supportive oral error feedback) on students' behaviour in error correction were also identified usingrnquestionnaire and interview for students, and teachers ' questionnaire.rnThe results show that 102 oral errors were committed by learners and grouped under-I3 categories.rnOf these, errors in agreement (15.69%) are the most frequent ones. In addition, teachers providedrnsupportive oral error feedback (clues) to students that enabled them to correct the errors themselvesrnusing repetition, statement and question which all account for 1.42% or 11 clues out of 775 numberrnof each oral feedback used in their classes. On the provision of 2 of these supportive oral errorrnfeedback (clues) to students, only 1.96% (2) of the errors out of 102 were se!f.treated by learnersrnthemselves. As the interview ( all 4 interviewees) and questionnaire for students (79.25%) , andrnquestionnaire for teachers ( 2 out of 3) results show, provision of teachers' supportive oral feedbackrn(clues) to students following their oral errors had positive (encouraging) effects on students'rnbehaviour in error correctionrnFinally, EFL teachers are highly recommended to provide supportive oral feedback (clues) tornstudents following their errors that enable them to correct the errors themselves rather thanrncorrecting them directly.