This paper aim s to review how foreign language teachers provide oral feedback tornlearners' errors . The ma in aim of t hi s stud y was to find out the types of errors are usualrncorrected and the kinds of oral feedback teachers provide for learners during class roomrninteraction .Over the last three decades, the role that the provision of oral feedback playedrnin the foreign language learning has been highly a controversial issue. In the field ofrnforeign language learning, however, there growing consensus among the majority of thernresearchers concerning the significance of error correction. Although the facilitation rolernof the provision of oral fee back forenames' menorahs empirical support, the claim srnregarding its impact on foreign language learning has ye t to be fully or decisivelyrnsub substantiated .In order to mouthiness e of the research forward , it is important tornexamine the issue from the foreign language teaching literature.rnHawas Preparatory Government School grad twelve English language teachers were therntarget of the study. As the number of the subjects is small all grade twelve Englishrnlanguage teachers were included in the study. To achieve the objectives se t, necessaryrndata were collectedly ugh classroom observation ,questionnaire and interviewrnThe stud y showed that majority of the teachers found oral feedback as an important too lrnto helplessness to ac hi eve a higher proficiency in foreign language . The investigationrnindicated that teachers choose to give different kind s of oral feedback in differentrnoccasion explicitly or implicitly. The intention of this study has also been to determinernwhat kind s of oral feedback enhance or undermines the chance for learners uptake .Thernsubjects have , among several factors stressed the importance of self correction, implicitrnand delayed feedback as a means of building learners confidence and to fee l comfortablernin learning the foreign language at large.