Regassa, Dr. TayeGebeyehu, Kebrewesson2021-01-292023-12-052021-01-292023-12-052011-05http://etd.aau.edu.et/handle/123456789/24881The aim of this study is to investigate the practices and challenges of feedback and correction provision of English teachers in grade eleven speaking sessions. The study is conducted in Bishoflu PreparatOlY School and Oda Nebe High School. The research is a descriptive survey study. Data were collected by means of teacher and student- surveys, classroom observations, and interview. The data were analyzed using percentage, Fequency distribution and mean score. For students questionnaire j 41 students were sampled using simple random sampling and purposeful sampling was used for students' interview and comprehensible sampling is used for teachers' interview. Observation is made based on quota sampling then simple random sampling was used to select the four sections observed. For both teachers and students semi-structured questionnaire is adopted. The data analysis revealed that English teachers face some problems that hindered them Fom applying effective feedback and correction methods. The most significant reason for the failure to achieve the intended ej}ect of feedback and error correction proviSion includes classroom size, students' low peljormance, lack of awareness etc. Teachers mostly give feedback and corrections using their intuition. Finally, the paper pulls together suggestions Fom literature on how to organize and provide feedback and correction. The paper shows the crucial role teachers play in determining types of feedback and correction and its timing. The results of the study implies that teachers should offer consistent guidance and support on speaking tasks and systematically employ appropriate feedback and correction types and techniquesenThe Case of Bishoftu and Dukem Preparatory SchoolsThesis