The chapter reviews prior research on CF (corrective feedback) and the teaching of L2 pronunciation and then describes three experiments with advanced university-level learners of English in Finland. As the learners were taking a course requiring them to acquire the skills to provide pronunciation feedback, we viewed them as pre-service teachers, although their final career choice was made later. We examined their beliefs on pronunciation feedback, how they formulated feedback in simulated and authentic situations, both in the role of a peer and a teacher, and how they reformatted pronunciation evaluations as feedback. Our goals were to investigate how prepared pre-service teachers were to provide CF on L2 pronunciation, and to assess their needs for further training based on their self-reported beliefs and the content and form of their feedback.

The chapter concludes with pedagogical and research implications for teacher education programmes and researchers interested in CF on L2 pronunciation.