This study aimed to investigate the attitudes of tenth grade male and female students in public schools in Southern Almazar district towards teachers’ correction of their oral errors. The study also aimed to investigate the students’ attitudes towards the types of errors corrected by their teachers in the EFL classroom. This study is a descriptive analytical study that used a five likert scale questionnaire, which was designed by the researcher based on previous literature. The questionnaire consisted of (25) items distributed over two main domains. The first domain is attitudes towards teachers’ error correction and the second domain is regarding error types (Grammatical, Pronunciation, and Lexical errors). The questionnaire was checked for validity and reliability. The participants of the study were 342 male and female students from public schools in southern Almazar district. After obtaining the data, the results were analyzed statistically through mean scores, standard deviations, t-test and Levenes’ test. The results of the study showed that participants both male and female have positive attitudes towards oral error correction, results also showed that the participants have a positive attitude towards the different types of errors namely, lexical, pronunciation and grammatical errors respectively. Results also showed that there were no significant statistical differences at (a≤0.05)  in students’ attitudes towards oral error correction in the classroom due to gender, and no significant statistical differences in students’ attitudes towards the types of errors corrected by teachers due to gender. The conclusion of the study is that students need their teachers to correct their oral errors whether these errors are lexical, pronunciation or grammatical errors. Recommendations include conducting research to investigate teachers’ attitudes towards error correction of students’ oral errors and another study investigating the methods of error correction used by teachers.