This exploratory study examined the spontaneous use of gestures occurring in general as well as the corrective behaviour of two English for academic purposes (EAP) teachers at a Canadian university. Data were collected by way of an interview, lesson observation, and a stimulated recall session. Prior to the observation, each teacher was interviewed to identify practices (as they relate to gesture and CF) they found effective and employed regularly in their teaching. After the lesson, the teachers watched extracts from their lessons to reflect on the use of gestures in general and in CF episodes specifically, and to explain the motivations and/or reasons behind their choices. Results indicate that the EAP teachers actively used gestures, with many occurring alongside CF moves. They were also strategic in the amount and types of both CF and gesture they used.