This thesis deals with oral error correction in the EFL classroom. First, the theoretical background provides definitions of errors, mistakes, accuracy vs. fluency in terms of task objectives, as well as peer assessment and techniques teachers use while correcting students’ oral mistakes. Then, the focus switches to the present study, which aims to examine students’ opinions regarding when they would like to be corrected, which errors they believe should be corrected, as well as what aspects of the English language students believe are the most important ones to correct, and finally, which techniques teachers should use while correcting their oral production in the EFL classroom. The study was conducted at Prva sušačka hrvatska gimnazija, a grammar school in Rijeka, Croatia, among 95 students that study English as their foreign language. The instrument for collecting data was a questionnaire and the data were analyzed using both qualitative and quantitative research methods. The findings suggest that the students prefer elicitation and explicit correction, while, on the other hand, recast and clarification request proved to be their least favorite error correction techniques. Also, they prefer being corrected by their teachers as opposed to their peers. Students would also like their teachers to point out to the positive parts of their oral presentation, preferably by nodding. This study has found that the students would like to be corrected after they have finished talking/presenting, and that vocabulary, grammar and pronunciation are almost equally important aspects of language that the students believe need to be corrected. This study highlights the importance of teacher politeness when it comes to correction, as well as the need to adjust corrective feedback to individual students and their proficiency level, character and personal motivation and interest in language learning. The practical implications for the classroom are also discussed in this thesis.