Corrective feedback is an important aspect of language learning and teaching, especially a second or a foreign one and, therefore, it presents one of the most frequently studied areas of second language acquisition today. It is a very broad area that opens up a great number of research topics and questions. Corrective feedback is important for learners and teachers because it helps them to focus on the most common errors and mistakes and prevent their occurrence in the future learning. This paper deals with oral corrective feedback, one of the most important aspects of English language classroom as a communication-oriented classroom. It consists of two parts: theoretical part in which an overview of the theoretical background and relevant research is given, and the second part, which presents the results of the empirical research on oral corrective feedback. The aim of the study is to find out which techniques of oral corrective feedback are the most commonly used in English language classroom and how learners perceive oral corrective feedback in general. The author wanted to investigate what factors may influence learners attitude towards feedback. The results show that the choice of corrective feedback depends on the type of the lesson and that teachers in English classroom in two schools in Croatia tend to use recasts as a corrective technique, but also that recasts are not the best technique for prevention of further errors. The second part of the study shows that learners prefer being given the chance to self-correct their errors and that they do not like when they are interrupted during their turns. The study also shows that there is no significant correlation between gender, years of learning, and attitude towards corrective feedback. However, the surprising finding is that two schools differ regarding the correlation between grade and attitude: in one school the higher grade leads to positive attitude, and in the other school, the results are opposite.