Over the last 25 years, scholars have proposed several recommendations for including spoken grammar in second language classrooms. However, recent studies point to potential challenges in this endeavour: learners may feel inauthentic when using what they see as 'native-speaker' forms, and interlocutors may see these forms as less acceptable when…

This study explores the impact of students' beliefs on teachers' beliefs regarding oral corrective feedback through a targeted professional development programme. The programme comprised a one-day seminar during which eleven high-school EFL teachers were presented with and discussed the findings of a study of their students' feedback beliefs, and…