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The effectiveness of written corrective feedback (WCF) has long been a center of discussion in the field of second language (L2) learning and there is now growing evidence which shows that WCF contributes to the improvement of L2 accuracy. However, whether this improvement comes 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. For this reason, the present study examined the effects of two types of WCF, direct corrective
feedback (DCF) and metalinguistic explanation (ME), on developing explicit and implicit knowledge of the English article. Fifty-four adult intermediate learners of English were divided into three groups (i.e., DCF, ME, and control groups) and the learners in the experimental groups received either DCF or ME during the treatment sessions. Error correction tests and picture description tasks were employed to measure learners’ explicit and implicit knowledge
respectively. The study found that the learners in the experimental groups outperformed the control 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 implicit knowledge of the English article.

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