Oral corrective feedback (OCF) is central to supporting accuracy and comprehension in English for Specific Purposes (ESP) instruction; however, its enactment in medical ESP reading classrooms remains underexplored. This study investigated the OCF strategies employed by TESOL‑trained instructors and the learner error types they prioritized during medical English reading comprehension classes. Adopting a qualitative descriptive design, data were collected from 18 audio‑recorded classroom sessions taught by six instructors at a Medical Science university in Iran. OCF episodes were identified and coded using an observation checklist adapted from Lyster and Ranta’s taxonomy. A total of 135 feedback episodes were identified. Explicit correction and recasts were the most frequently used strategies. Errors involving medical terminology were prioritized and predominantly addressed through explicit correction, whereas grammatical and phonological errors were more often treated through recasts or delayed feedback. The findings indicate that OCF practices in medical ESP reading classrooms are shaped by disciplinary demands, task characteristics, and institutional constraints, highlighting the need for context‑responsive feedback practices in ESP instruction.
