The purpose of this study was to identify and analyze the different sources of errors in the second language that were found in the oral performance tasks of Senior High School students. Using the error analysis, fifty-one (51) oral performance tasks were selected and categorized into two major errors, Intralingual and Interlingual, and further classified into sub-categories. Moreover, a recom-mendation will be drawn based on Oral Corrective Feedback to prevent committing errors during the oral performance. The study’s findings revealed that the prevalent Intralingual errors were inadequate learning, overgeneralization, and simplification errors. On the other hand, the prevalent Interlingual error was the substitution error, where the learner tends to depend on their mother tongue during the English-oral performance by substituting words and phrases from L1 that do not align with the English grammatical structures. Additionally, oral corrective feedback can be used as a recommendation to avoid intralingual and interlingual errors dur-ing oral performance tasks. Out of fifty-one (51) oral performance tasks, only nine (9) displayed oral corrective feedback provided by the teacher, classmates, or both. Therefore, the oral corrective feedback was identified according to their types, the following were: recast, elicitation, clarification request, metalinguistic feedback, and explicit correction.