This diploma thesis focuses on spoken errors and their correction from teachers’ point of view. The aim of this thesis is to compare the attitudes of nine teachers of English toward spoken error correction and the ways they correct spoken errors in their lessons. In this qualitative research study, two methods of research tools were adopted: semi-structured interviews with the teachers and classroom observation. The research aims to find out the teachers’ stances toward error correction in spoken language, e.g., whether all errors should be corrected or just some, what error correction strategies should be applied etc. The thesis is divided into two main sections: theoretical and empirical. In the first chapter of the theoretical part, basic terms and concepts concerning error correction are described and previous literature focused on the topic reviewed. The empirical part describes research methodology, data collection and data analysis. In the final part, the results of the research study are discussed and analysed.