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The research questions addressed in this case study are: (1) which type of corrective feedback, implicit or explicit, is more effective for gains in L2 grammar accuracy, specifically past tense -ed, for middle school ELLs? and (2) are recasts or metalinguistic feedback associated with higher accuracy scores on posttests and is that accuracy retained on a delayed posttest? The study is modeled after an Ellis, Loewan, and Erlam 2006 research study investigating implicit and explicit corrective feedback. Data was collected through a quantitative research design using a pretest, immediate posttest, and a delayed posttest. Results indicated that corrective feedback had a positive effect on the learning of students receiving implicit and explicit feedback. The feedback appears to have had a larger effect on the learners receiving explicit feedback than on the learners receiving implicit feedback.