Corrective feedback in traditional and technology-enhanced environments continues to be a thought-provoking, controversial, and complex topic in the field of SLA even after decades of research. Through a discussion of theoretical, empirical, and pedagogical issues, this book contributes to the ongoing debate on the role of corrective feedback in second language development, with a particular focus on CALL environments. Specifically, after a comprehensive overview of the body of research, the author reports on the results of a study which examined the differential effects of preprogrammed computer delivered feedback. The findings and implications are thoroughly discussed with the aim of moving the discourse of corrective feedback in CALL settings forward. This book is of interest to researchers, teachers, teacher educators, and material developers in the field of SLA. Moreover, by providing an example of a research project, graduate students will also find the book particularly useful.