The advent of CLT methodologies and the concomitant calls for the integration of language functions into the EFL syllabus have resulted in the concept of ‘corrective feedback’ being a subject of controversy. Although adherents to CLT abandoned this reactive practice on the grounds of its alleged focus on students’ inaccuracies, the present study argues for the importance and necessity of integrating corrective feedback into CLT. The study attempted to provide possible answers to questions that pertain to the effectiveness of feedback or lack thereof, and whether the latter triggers or hinders classroom communication. Corrective feedback has the advantage of structuring students’ output with focus on communication and fluency. Given the centrality of the topic to language education, the book might be of use to EFL/ESL teachers and teacher trainees, as it may also interest general readership.