Abstract
Feedback has been vital and essential in all educational settings and English as a Foreign Language (EFL) classroom interaction draws no distinction. It contributes to students' language learning and achievement. It, when involves learners during classroom interactions, becomes oral corrective feedback and has been viewed as a dynamic practice for EFL teachers to correct their learners’ mistakes on the spot. This study investigated teachers' oral corrective feedback practices in an online EFL classroom interactions context. Furthermore, it correlated teachers' responses with the type of oral corrective feedback, gender, and years of experience. To achieve the study objectives, the descriptive-correlational method was used. A questionnaire and a semi-structured interview were applied to a sample of 61 EFL teachers. The results of the questionnaire revealed that EFL teachers consistently practiced oral corrective feedback in online classroom interactions. Also, no significant differences were shown in the study sample's responses based on the type of oral corrective feedback, implicit or explicit, gender, and years of teaching experience. Considering the study findings, some implications and recommendations are suggested.
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