This study aims at exploring the preparatory year instructors' opinions on the contributions of oral corrective feedback (OCF) to the development of learners' acquisition of English. The study investigates instructors' background about OCF, technical and pedagogical aspects of OCF, types of OCF adopted by instructors in EFL classrooms and what attitudes they have towards OCF. Two types of research tools were used: a questionnaire, and interviews. The findings prove that OCF is a vital element of classroom feedback as it enables students to develop their EL acquisition by motivating them to take control of their EL progress. However, most instructors have no idea about the types of OCF. They use it inside their classrooms but they are unaware of the definitions of the concepts. The study recommends that some preparation work needs to be done before harnessing the power of student-to-student feedback and developing teachers' planning opportunities for ongoing individual dialogue between teachers and students.