d explicit forms of oral corrective feedback strategies and they prefer to be corrected more on grammar and pronunciation errors. Teachers were found to be the dominant corrector of learners’ oral error. Students also prefer to be corrected after they finish their utterance or speechThis study attempts to investigate EFL teachers’ practice of oral error correction strategies and students’ preference for oral error correction. Descriptive research design with quantitative and qualitative data gathering methods including, methods, time and delivering agents of oral error correction were employed. From the total population of grade 11students in Chemo high school (n= 363), 66 students were selected using random sampling technique for the questionnaire; and using comprehensive sampling technique, all the EFL teachers who were currently teaching English in grade 11(n= 3) were selected for an interview and observations. To collect data from the participants, the study used a questionnaire for students, an interview with three selected teachers and observation using note-taking and audio-recording. Three selected sections were observed from the whole sections. The data from students’ questionnaires were analyzed quantitatively using SPSS version 26. Descriptive statistics such as frequency, percentage, mean and standard deviations were used. The data is interpreted by using mean value. On the other hand, data from classroom observations, teachers’ interviews, and open-ended questions were analyzed qualitatively based on the thematic area. The results showed that EFL teachers employ few strategies or techniques of oral corrective feedback to learners’ oral errors. Teachers were found using implicit forms of oral corrective feedback strategies most of the time and they rarely used explicit forms of oral corrective feedback strategies. Learners preferre.