This study investigated the impact of two types of corrective feedback in computer-mediated communicative context on the development of learners’ second language (L2) knowledge: (1) implicit feedback in the form of recast, and (2) explicit feedback in the form of metalinguistic feedback. The participants of this study, 45 low intermediate learners of English, were randomly divided into two experimental groups and one control group. The experimental groups completed two computer-mediated focused tasks activities about the target structure in the study. During task-based interaction via text-chat, the learners received focused corrective feedback when an error was made with the target form. Acquisition was measured by means of the two tests: computerized fill-in-the-blank test and oral imitation test. The results showed that the experimental groups who received computer-mediated corrective feedback outperformed the control group who did not receive any feedback. The findings also indicated metalinguistic feedback is more effective than recast feedback in computer-mediate communicative context.