This paper investigated the attitude and preferences of students towards oral error correction techniques during teaching-learning process. Descriptive research design was adopted for the study. A questionnaire titled: the Students' Preferences on Effective Error Correction Techniques (SPEECT) was used to collect the data. Ten schools and two hundred secondary school students were randomly sampled for the study. Findings revealed that students believe that teachers should correct their errors in the classroom using pragmatic error correction, phonological error correction and vocabulary error correction. It was therefore recommended that teachers should adoptshould adopteffective corrective measures that would enhance the spoken andwritten(Though the paper is concerned with the oral aspects of English, it's technically impossible to omit the written aspect because often times, the spoken aspect is reported in the written form, therefore error correction techniques is equally extended to the writing skills of the students) English of the students.