Focus on form is still highly relevant in the context of language accuracy in the modern communicative language classroom, even with the primary focus on the
acquisition of speaking skills and speech production and the dealing with complex competence-oriented tasks. At the same time, feedback is just as essential for the further development of language accuracy. The use of digital language software can offer new opportunities in a more individualized and learner-centered manner of focus on form language tasks, which includes automatically generated feedback that perfectly fits the individual learners’ needs and therefore benefits the learning process. However, the actual implementation and utilization of learning software-generated feedback, and its effects in the EFL classroom, are at this point relatively underexamined in the field of foreign language learning and language acquisition research. This article focuses on some aspects of the present research gap: Based on the current state of research on focus on form instruction in the EFL communicative classroom in general, as well as types and features of corrective feedback in particular, a set of criteria derived from theoretical principles is applied to analyze the quality of feedback in digital language learning software. This instrument is then applied to the app Duolingo, one of the most popular and widespread language learning apps, in order to critically reflect and describe the present forms of feedback incorporated in the app, and further evaluate the suitability of the developed instrument in a practical context.