In this paper, we investigate whether trainee teachers' practices, with respect to multimodal feedback, differ from current research, and to what extent it may affect students' language development. More specifically, the goal of the present study is threefold: (1) it observes how trainee teachers responded, whether synchronously, asynchronously, or a combination of both, to their students' incorrect language while or after interacting orally with them in French via a videoconference platform, (2) it considers the trainee teachers' beliefs regarding the efficacy of their feedback in light of semi-structured interviews, and (3) it explores the students' responses to corrective feedback received in synchronous and asynchronous settings through recorded videoconferencing sessions and interviews. The data set used for this preliminary study is drawn from a multimodal learning and teaching corpus, the InteractionS and Multimodality in lAnguagE Learning (ISMAEL) Project, a large collection of multimodal interactions and productions occurring between French trainee teachers in France and learners of French at university level in Ireland. Results show that asynchronous written feedback might strengthen the reception of oral synchronous feedback, thus leading to internalisation. [For full proceedings, see ED564162.]