This study investigates the types of oral corrective feedback (OCF) employed by EFL teachers and their psychological effects on male and female students’ speech production. Using a qualitative case study design, data were collected through classroom observations, questionnaires, and interviews involving 93 first-semester English major students. The findings reveal that five types of OCF were used, with explicit correction being the most frequent, followed by elicitation and metalinguistic feedback. While students generally responded positively to feedback, gender differences were evident: male students exhibited greater resilience and motivation, whereas female students were more emotionally sensitive, particularly to the tone and manner of correction. Despite initial anxiety, both groups acknowledged the benefits of OCF in enhancing speaking accuracy and fluency. The study underscores the importance of delivering feedback with emotional sensitivity and adapting strategies based on gender-specific responses to foster a more supportive EFL learning environment.