Abstract This study investigates the effectiveness of using Oral Corrective Feedback (OCF) as a way of promoting young learners' language acquisition from an EFL (English As a Foreign Language) perspective. Furthermore, this study also looks at learners' and teachers' thoughts about oral corrective feedback and whether it serves its intended purpose in the classroom towards learners' language learning. My method is based on scientific articles and sets out previous studies to investigate how oral corrective feedback may be beneficial for young learners' EFL and L2 language development. Previous experimental research indicates that the use of oral corrective feedback has a positive effect on learners' L2 development and language acquisition. In this current study I provide an overview of the possible advantages and disadvantages of using oral corrective feedback in young learners' L2 development in an educational context which also includes an insight into teachers' attitude. The results show that OCF is beneficial for young learners’ L2 development if the learners are aware of the OCF that is being provided. The results also indicate that OCF is affected by the teachers' attitude towards OCF. Key terms: OCF, EFL, L2, corrective oral feedback, oral feedback types, teacher’s attitude OCF, learners' attitude OCF, teacher OCF and uptake.