The correction of grammar was said not to befacilitating in the language learning process by some researchers, includingKrashen (1982, 1985) because it might affect learners negatively. However, thefeedback has been studied in terms of its influence on language acquisition,and many studies point the positive effect of feedback on language learning(Ellis, Loewen, & Erlam, 2006; Khanlarzadeh & Nemati, 2016; Russel& Spada, 2006). Concordantly, this study examined the effect of correctivefeedback on performance in speaking tasks targeting the use of simple pasttense. Since many studies on corrective feedback (CF) focused on feedback onwriting, especially in regard to grammatical errors, the present study aimed tocontribute to the existing prose with the focus of oral performance andspeaking. The participants were first-year students at a private university inIstanbul. Since intact classrooms were used to create samples, aquasi-experimental design was applied. A pre-test was applied to identify theircurrent competence of the target topic in terms of oral production. The controland experimental groups were assigned randomly. The experimental group receivedexplicit feedback, while the control group was not exposed to any kind offeedback. Verbal feedback was provided with regard to grammatical errorcorrection. Pre-test and post-test results of control and experimental groupswhich were examined indicated that the experimental group receiving feedbackfor six weeks outperformed the control group. Based on this finding, correctivefeedback can be considered as a facilitating tool for speaking activities witha grammar focus.