This study compared the beliefs college-level students hold about corrective feedback in different learning contexts: English as a second language (Canada, n = 197) and English as a foreign language (Russia, n = 224). The participants completed a 40-item questionnaire that dealt with various aspects of feedback found in the literature. While the factor analyses revealed underlying beliefs that were shared by the two populations, the Mann-Whitney-Wilcoxon test identified aspects that differed from one setting to another. To determine possible effects of the background factors, these were correlated with the average belief scores calculated for each participant. The results validate the questionnaire, point to certain background factors that may predict beliefs, and suggest that some beliefs about feedback may be shared across contexts.