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Corrective feedback (CF) constitutes an opportunity for teachers to work on students´ errors and mistakes during oral communication activities since it provides the correct strategies. This study sought to explore the use of corrective feedback strategies for correcting 9th graders’ errors in oral communication in EFL classes at a secondary public school in Montería, Córdoba. Data was collected through direct observation, a teacher diary, a stimulated recall, and a semi-structured interview. The results revealed that the teacher used repetition to boost self-correction and peer-correction rather than recast and clarification requests which were also used during three online meetings; This study suggests that the effectiveness of CF will depend on the teachers’ knowledge and consciousness about the different techniques that can be implemented when providing feedback and the learners’ uptakes to each one of them.