Within computer‐assisted language learning (CALL), knowing when, how, and how often to respond to learners' errors requires TESOL practitioners to look to research on corrective feedback (CF) in both CALL and non‐CALL contexts. Drawing upon this research, this entry presents an overview of key findings and their implications for the selection of feedback type, choice of modality, and evaluation of CALL tools for providing feedback on learners' grammatical, lexical, and spelling errors.