Abstract: This study investigates the possible relationship among L2 teachers‟ spoken corrective feedback types, the learners‟ proficiency levels, and their error types. The database comprises transcripts of 120 hours of naturalistic classroom interactions recorded from ten classes of five teachers (two classes per teacher, one intermediate and one advanced), totaling 1242 reactive focus on form episodes, known as corrective feedback. Chi-square analysis was used to analyze association between variables of this study in pairs (proficiency level and error types, proficiency level and corrective feedback types, error types and corrective feedback types). Statistically significant associations were revealed from the results of the analysis and also recasts were found to be the most widely employed corrective feedback types at both proficiency levels. Overall, the present study can have some insightful implications for the field of second language acquisition.