Recent decades have witnessed extensive research focusing on oral corrective feedback (CF), a key aspect of English as a second/foreign language (ESL/EFL) learning and teaching, but relatively little research has examined the relationship between learner and teacher beliefs about CF. The study reported in this article investigated the relationship between teacher and learner beliefs regarding the optimal targets and sources of CF in Vietnamese secondary EFL contexts. Data which were collected at four Vietnamese public high schools included questionnaires completed by 250 students, interviews with 15 of them, and interviews with 24 teachers. The findings showed that the students were happy to receive CF to all types of errors, including less important errors such as those not influencing their communicative success. The teachers were generally more selective in their choices of error types, but they sometimes faced some tensions between their overall teaching objective and the students' practical needs to learn the material that would be tested in subsequent exams. Regarding CF sources, the students preferred teacher correction to self-correction or peer correction although they believed that self-correction was effective for their learning and wished their teachers would provide them with training on how to conduct peer correction and self-correction. The teachers also thought that it was part of their role to be the main CF providers to ensure the accuracy of classroom feedback. Some teachers were skeptical about their students' ability to provide peer CF. Pedagogical implications are discussed.

Both teachers and students are positive about feedback efficacy and necessity. Both teachers and students are positive about explicit feedback types. Students value immediate feedback, while teachers prefer to delay their feedback. Teacher and learner beliefs are influenced by sociocultural and contextual factors. Teacher and learner beliefs are influenced by their experiences.

The role of teacher professional learning (TPL) in assisting teachers to teach pronunciation in English as a second/foreign language (ESL/EFL) contexts has received little attention. The study reported in this paper extends this line of research by investigating how six EFL teachers at a Vietnamese university transform and integrate the pronunciation pedagogical knowledge they received from a TPL workshop into teaching practice. It then examines the teachers’ perceptions of the impact of the workshop on their knowledge gains and pronunciation teaching skills. Data were collected from seven lesson plans designed by the teachers, video recordings of 24 subsequent classroom observations, and six individual semi-structured interviews. The study adopted a content-based approach to qualitative data analysis. The findings show that the teachers were all able to translate TPL into classroom practice of pronunciation teaching. The findings further show that workshops designed and implemented in accordance with research-based TPL principles can be effective for promoting teachers’ knowledge of pronunciation pedagogy and refining their pronunciation teaching skills. The study has implications for ESL/EFL teachers’ professional development in pronunciation teaching.

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