In this paper I attempt to analyze and survey the role of corrective feedback more specifically recasts in the interaction between teachers and L2 students in a classroom. Thus, I explore the effects of recasts on students' self-correction in order to finally come to the conclusion whether or not students are able to notice this type of underlying correction and, therefore, reformulate their ill-formed utterances. Besides, I also undertake a comprehensive survey of the literature on the topic. Two different groups of students from the English Teaching Training Programmed at Universidad Catholica Rail Silva Henriquez are studied. Five students taking English courses at an intermediate level and five taking advanced English courses. Intermediate and advanced students have been categorized on the basis of their number of English language courses they have taken.