This entry discusses the role of feedback in computer-assisted language learning (CALL) environments. It describes differences between corrective feedback and instructional feedback within CALL and reviews research that has incorporated instructional feedback, with a particular focus on comprehension studies. The entry advocates for the use of instructional feedback in computer-based L2 listening, making a case for the need to transition from corrective feedback to instructional feedback in this context. It also underscores the importance of viewing listening comprehension as a process rather than a product, and it draws on the similarities between metacognitive instruction and instructional feedback. A three-tier conceptualization of feedback in computer-based L2 listening, along with samples of how different types of instructional feedback are operationalized in online platforms, is presented. This might also be seen as a starting point for training initiatives that enable educators to assess critically and design effective instructional feedback. The entry concludes with a research agenda to further investigate instructional feedback and an invitation for early career researchers to add evidence to the presented conceptualization.