Theabilitytoprovideeffectivefeedbackplaysacrucialroleintheprocessof language learning and teaching. Oral corrective feedback, in particular, serves as an essentialcomponentinhelpinglearnersnoticetheirlinguisticerrorsandrefinetheirspoken performance. Despite its significance, teachers often vary in how they perceive and apply feedback in classroom contexts. Therefore, this study set out to explore how English teachersatSMANegeri3Banjarmasinperceiveandimplementoralcorrectivefeedbackin their classrooms.

Thisstudyemployedaqualitative, phenomenological design, using classroom observations and interviews as data collection methods. The collected data were analyzed using thematic analysis, which involved identifying recurring patterns, themes, and categories related. The participants were two English teachers selected for their relevance to the use of oral corrective feedback in English lessons and their availability to be observed and interviewed.

The findings reveal that teachers at SMANegeri 3 Banjarmasin consistently view oral corrective feedback as a valuable instructional strategy. The findings underscore the importance of balancing accuracy and fluency in language teaching, with maintaining student motivation, and confidence. Theimplementation oforalcorrectivefeedback varied depending on the type of activity, the nature of the errors, and the emotional state of students. However, the strategy that teacher uses to correct students was to patterned. This research suggested that the teachers apply more variety of oral corrective feedback strategically, with also considering students’ proficiency levels and emotional state.