Corrective feedback plays a critical role in language teaching and learning, but little research has been done with regard to teachers’ practices of corrective feedback on students’ speaking performance and their uptake. This paper therefore reports on a descriptive study using qualitative approach to provide insights into strategies teachers used to deliver corrective feedback to their students’ speaking performance and distribution of student uptake within EFL context. Data were collected from observations of two teachers and fifty students at a private high school in a Mekong Delta region. The findings indicate that recast and explicit correction were used the most and that clarification request, recast, and metalinguistic cue were effective in helping students recognize their errors. Implications for language teaching are also presented.