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This study investigated whether the effectiveness of written corrective feedback (CF) in the accuracy of L2 learners’ writing is influenced by interaction of its explicitness and complexity of its target structure. For this purpose, direct CF and metalinguistic explanation (ME) were chosen as CF options distinctive in explicitness. They were compared in terms of effects on L2 learners’ accurate use of two target structures that are distinguished in complexity, the English articles and the hypothetical conditional. One hundred thirty-eight Korean learners of English participated and comprised six groups: one control group and two treatment groups receiving direct CF or ME for each target structure. The participants produced four dictogloss writings and the first, the third, and the fourth one served as the pretest, the immediate posttest, and the delayed posttest, respectively. The results suggested that there were interactional effects between CF explicitness and its target structure complexity. Direct CF and ME were equally effective for promoting the accuracy of the articles both in the short term and the long term. In contrast, ME had a greater effect than direct CF on raising the accuracy of the hypothetical conditional but such superiority of ME was not sustained over time. (198 words)
