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The effectiveness of written corrective feedback (WCF) has long been a center of discussion inthe field of second language (L2) learning and there is now growing evidence which shows thatWCF contributes to the improvement of L2 accuracy. However, whether this improvementcomes from the acquisition of explicit knowledge (i.e., conscious and declarative knowledge)and/or implicit knowledge (i.e., intuitive and procedural knowledge) has been understudied. Forthis reason, the present study examined the effects of two types of WCF, direct correctivefeedback (DCF) and metalinguistic explanation (ME), on developing explicit and implicitknowledge of the English article. Fifty-four adult intermediate learners of English were dividedinto three groups (i.e., DCF, ME, and control groups) and the learners in the experimentalgroups received either DCF or ME during the treatment sessions. Error correction tests andpicture description tasks were employed to measure learners’ explicit and implicit knowledgerespectively. The study found that the learners in the experimental groups outperformed thecontrol group in both tests and the learners in the ME group surpassed the learners in the DCF. These findings highlight the role of WCF on the development of both explicit and implicitknowledge of the English article.
