Second and foreign language teachers often say that they correct students' oral errors "naturally" in their classes. In fact, the operationalization of incidental oral corrective feedback also states that it arises "naturally" in a communicative task. This notion was confirmed in a study that I conducted with four ESL teachers in the U.S, three of whom mentioned natural use of oral corrective feedback concerning their teaching practices. However, through analyzing their interviews and stimulated recall data further, it was found that their definition of the term "natural" was not uniform, but threefold: oral corrective feedback was "natural" to them because (a) it is what people do in daily conversations, (b) it is done automatically and unconsciously, and (c) it is a part of the job as a teacher. This implies that, when investigating beliefs among language teachers, scholars need to further examine how each teacher defines the word in their use of oral corrective feedback because using the umbrella term of "natural" may conceal the fact that the meaning of the word may differ for each teacher.