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This study seeks to address a gap in our understanding of how corrective feedback (CF) influences second language (L2) learning by examining the specific impacts of oral and written CF on acquiring the third person singular -s in the simple present tense. The study examines these effects on both explicit and implicit knowledge. The research was conducted in five intermediate adult English as a second language classrooms in Peru ( N = 101), using a pretest–posttest design with one control group ( n = 24) and four experimental groups: oral recast ( n = 21) oral metalinguistic CF ( n = 18) written direct CF ( n = 16) and written metalinguistic CF ( n = 22). The results revealed no significant difference between oral and written CF; however, differences were observed based on measurement types and CF subtypes used. This study’s findings carry theoretical and pedagogical implications, contributing valuable insights to both second language writing research and pedagogy.
Lira-Gonzales et al. (Fri,) studied this question.