Responsive information is one of the factors that determine the quality of higher education. The factor is especially important for eLearning where a direct communication between a lecturer and a student is replaced with a virtual one. How may a qualitative responsive information, in other words feedback (see the definitions of key words), help study foreign languages more effectively when choosing eLearning course? The article proposes a hypothesis that the clarity and precision of qualitative feedback, a systematic and individual presentation of the information as well as evaluation criteria, introduced to the students of eCourse in advance is an effective means to improve their foreign language skills. Quasi-experiment conducted in Alytus College in 2008 revealed that the criteria defined and discussed in advance and well-timed and disciplined provision of feedback helped the majority of students improve their achievements in French continuous oral expression. (Contains 2 tables.)