This entry provides an overview of the theory, research, and pedagogy of corrective feedback (CF). CF refers to responses to learners' erroneous utterances, and the justification for the usefulness of CF in facilitating second language (L2) development can be found in a number of L2 theories, such as the Interaction Hypothesis, the Skill Acquisition Theory, and the Sociocultural Theory. Descriptive studies have found that recasts are the most frequent feedback type in most L2 classes, but they are less likely to invite learner responses, compared with prompts, which encourage self‐correction. Experimental studies have demonstrated that the effects of CF are constrained by a multitude of learner‐internal and learner‐external factors. On the basis of the research findings, a number of recommendations are made regarding how to effectively use CF in classroom teaching, such as making the corrective intension transparent, using a hybrid corrective package consisting of a prompt followed by a recast, using focused feedback, combining explicit instruction with CF when necessary, and providing both online and offline CF.