ABSTRACT: A question that is often asked is whether to provide corrective feedback (CF) to English language learners or not. This symposium aims to move discussions of CF behond this simple yes/no question by discussing, from multiple perspectives, the complexity of providing CF to English language learners and the implications of such complexity for practice. Specifically, based on research and theory, we discuss (a) examples of English language teachers’ written CF practices and the effects of these practices on students’ revisions; (b) the role played by context and teachers’ beliefs concerning English language teaching and learning in their written feedback practices; and (c) questions and factors that teachers need to consider in order to effectively incorporate oral CF into their teaching practice. Together, the presentations in this symposium demonstrate how giving CF is complex, context-dependent, and shaped by teachers’ beliefs, and that CF effectiveness depends on a variety of factors and considerations. We then engage participants in discussions and activities to highlight the implications of the presentations for CF practices in the English language classroom.