It is a common belief that students are affected by their teachers‟ corrections, and it is also assumed that the correction methods that a teacher uses can exert a negative influence on the self-image of the student who is corrected. Specialists have produced a number of academic papers positing that the manner in which a teacher corrects a student is extremely important so as not to produce a negative result. The present study explores the extent to which the methods of correction of oral mistakes in the Phonetics I classes at Colleges of Education in the City of Buenos Aires exert a negative influence on the self-image as oral language users of the students who take those courses. The study also examines whether the level of difficulty of tasks given to the students can negatively affect their self-image which consequently results in a deterioration of their oral language skills, whether the attitude of teachers when correcting oral mistakes influences the development of the self-image of the students and, whether teachers are aware of the need to provide positive feedback in the face of their students‟ oral mistakes. The results disproved the hypotheses because it was found that students valued the experience of being corrected by their teachers and that teachers were fully aware of the need to provide positive feedback which, as verified by on-site observations, they actually did.
