This article highlights the importance of immediate corrective feedback in tutorial software for language teaching in an academic learning environment. We aim to demonstrate that, rather than simply reporting on the performance of the foreign language learner, this feedback can act as a mediator of students' cognitive and metacognitive activity. At the theoretical level, we describe the Computer-Assisted Language Learning (CALL) environment in which this technology should be used, as well as the concept of the cognitive correction mode. This, in particular, deals with students' errors by predicting their possible responses, which can be recorded in the computer system, and by creating messages that are specific to the error and the issue. Such a correction mode aims at assisting students in resolving the proposed activities. On a practical level, this concept was translated into the FARE software, which is distinguished by its recording of messages for hits or for focusing on student errors (Focus Message), for analyzing the issue (Analyze Message), addressing the issue by means of an example (Resolve Message), and for explaining the correct answer in didactic discourse (Execute Message). We will illustrate the FARE software with the first unit of an Italian course for foreign students. [For full proceedings, see ED564162.]