Homework usually consists of the learners' written account of how they interpreted a task set by the teacher, and is generally defined as out-of-class assignments that are handed in for the instructor to grade. Learners may work individually or with partners to answer simple or challenging linguistic exercises, sketch out a mind map, or develop a highly creative piece of writing. This article discusses the little used but important option of assigning oral homework activities as a way to give more attention to a critical skill that demands a lot of exposure and serious practice to master. Oral homework, just like regular homework, should have a deadline, be easily collected, and occur regularly throughout the course. As with regular homework, learners are asked to (1) complete it individually or with peers; (2) turn it in by email, uploading, or bringing it to class; and (3) offer and accept feedback. Oral homework is not without challenges, as some students may be more used to handing in a paper assignment, or instructors and supervisors may be used to keeping track of how much visible work students produce. In this article, the author aims to outline the procedures she implemented during a two-year period in a limited technology context where oral homework was completed and collected mostly without access to the Internet.