This study aimed at investigating teachers’ opinions about error correction. 100 experienced and novice Iraqi EFL teachers (50 of each group) participated in the survey and to this aim Fukuda’s (2004) questionnaire was administered to them. Participants were also interviewed about the frequency of giving and receiving verbal error correction, and time and types of spoken error correction. Then, the error-correction perceptions were analyzed. This was done by taking some issues into consideration, such as; the differences in using error-correction strategies based on experience level, their perception of error-correction, and the preferred strategies they would like to employ for correcting students in speaking classes. The results manifested that there was a difference between novice and experienced teachers in terms of their perception towards error correction. Furthermore, teachers preferred to correct implicit errors committed by students as the end of learners’ utterances. This study brought about some implications and suggestions for further researches.

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