Higher education institutions often pair native speakers with English as a

second and foreign language learners to encourage oral conversation

practice. Born out of such circumstances, the current investigation,

drawing upon the activity theory perspective, examined the plausibility

of native-speaking conversation partners providing oral corrective

focused grammar feedback. Two advanced South Korean male English

learners were recruited as case studies – one received explicit oral

corrective focused grammar feedback on plural noun errors while the

other did not receive corrective feedback. Results of the learners’

grammatical accuracy during four conversation sessions, stimulated

recalls, and the native speaker conversation partner’s reflection reports

were analysed and discussed. Providing oral corrective focused

feedback resulted in a decrease in language output and grammar

accuracy while increasing languaging. The conversation activities were

driven and defined by the learners’ motives, and their motives were

shaped and influenced by the sociocultural conditions that the students

had experienced. The learners formed different stances and patterns of

interactions while encountering rules and division of labour in the

conversation activity with the native speaker. The levels of motives and

agency were not stagnant but fluctuated over time because of the

dynamic influence of internal and external factors related to the

conversation activity. Suggestions for conversation partner training are

provided and the practicalities of native-speaking conversation partners

providing oral corrective focused grammar feedback are discussed.