This study explores how oral corrective feedback strategies are used by the teachers fordeveloping English language speaking skills, along with student viewpoints and expectations.Adopting a mixed-methods design, the study examines the role of oral corrective feedback instrengthening learning and improving the performance of the students, providing requiredscaffolding initiated by teachers and developing awareness among students. Data were collectedfrom thirty-five students of a Junior Certificate Course in English language using a surveyquestionnaire. In addition, class observation was conducted with the aim of identifying thestrategies used in the learners’ improvement of English language speaking skills. The findingsreveal that the common practices of oral corrective feedback by the teachers are positivelyperceived by the students. Explicit correction and elicitation were found to be two majorstrategies used in the class. Open-ended data from the survey indicate students’ expectations andpreferences regarding oral corrective feedback provided by the teachers which have implicationsfor improving classroom practices.