Oral errors in second/ foreign language learning are more frequ ent in that it is inevitable for thernlearners to commit erro rs as they experiment with the target language as is indi cated by Beebern( 1983) and Ellis (1994) . Accordingl y, the purpose of the study was to explore grade ninernlearners' attitudes towards their oral errors in EFL elassroom . Thus, the spccifi c obj ectives ofrnthe study were (a) to fin d out the learners' att itudes to the ir oral errors, (b) to examine some ofrnthe factors attributed to the learners' attitudes to their oral errors, and (c) to cxplore the effectsrnof the learners' attitudes to their oral errors on their learning to speak EFL. To this end, sixtyrnfive systematically sampled grade nine students and their respecti ve Engli sh tcachers fromrnGatama Secondary School in East Wall aga were in foc us. To obtain the data, questionnai rern(attitude scales) to the students and interview wi th the teache rs to investigate the st udents'rnatt itudes towards their own oral errors were employed. T'hen the data were analyzed bothrnquantitat ively and qua litati vely: data obtained from the students' responses were ana lyzed usingrnfrequency count and percentage, whereas the data elicited from the teachers using interview wasrnanalyzed by summari zing, organi zin g and grouping the key ideas un der the ma in themes.rnAccordingly, the study has obtained some findings. Firstly, it was found that at least about halfrnof the learners tend to hold more realistic attitudes because they do not worry about making oralrnerro rs, do not demand perfect acc urac y, and feel they learn from their oral errors whi le aboutrnhalf of them seem to hold erroneous attitudes towards their own oral errors because they afraidrnof mak ing oral errors, demand perfect acc uracy, and fe el their own oral errors are ind icators ofrntheir weakness and impede their learning to speak Engli sh. Secondl y, the study reveals a lso thatrnsome fac tors favorably influenced some of the learners' attitudes whil e still some other factorsrnhave wrongly affected the rest of the learners' attitudes. Fina lly, it indicates that a significantrnnumber of the learners are concerned with accuracy than fl uency, are anxious, fcar of takingrnrisks of making erro rs, lacked opportuni ties whi ch cncourage thcir learning of speakin g Engli sh,rnand had decreased communicative competence in spoken Engli sh becausc o f their unreali sticrnattitudes to their own oral errors though they are ready to partic ipate in communicat ivernacti viti es.rnAs a result, in the study it was fina lly attempted to propose some practical suggestions tornpromote learners' learning of speaking English tak ing ri sks of making errors. In order to removerninhi bi tion and reticence, the learners should cxpose themsel ves to the practice and usc of spokenrn~l1glisb 'JhQl!! fea r of making errors. S im i larIy~lwo ul d be advisable if both teachers andrnlearners with erroneous attitudes are given adviscs and informat ion by senior teachers,rncounselors and learning speciali sts, or in the teacher's book and student's book that errors arernnatural phenomenon, cruc ial and can bc improved thro ugh practice, and should be treatedrnproperly. Besides, tcachers al so have to offer consc iousness-raising activities and advi se tornenable the learners aware that errors are made by everyone every time, that they have tornemphasize fl uency over accuracy, and that improvements can happen over tim e. Lastly, tornidenti fy the factors att ributed to some inconsistencies in the learners ' responses and a bitrndisparity between the teachers' responses and the learners' responses on the variablesrnconsidered in the study, it seems desirable if further study is conducted .