This partial replication study investigates the efficacy of focused written corrective feedback (WCF)on second language (L2) learners’ acquisition of English articles. Fifty-eight intermediate female students of L2 learners from grade 12 participated in a quasi-experimental action study. Two groups of participants first finished three sets of the pretests, including (a) Speeded Dictation, (b) Picture Description, and (c) Error Correction. Then they completed two narrative writing tasks in which one group (n=29) received direct-only feedback from the teacher-researcher, while the other group (n=29) received direct metalinguistic feedback. After that, they completed the same sets of tests as posttests. Descriptive statistics for the three sets of testing instruments were computed. Then, paired samples t-test, independent samples t-test and ANCOVA were performed to answer there search questions. The findings suggested both types of focused written corrective feedback foster learning in terms of learners’ acquisition of English articles. Direct Metalinguistic group only outperformed Direct Only group in Error Correction Test. The present findings might have important pedagogical implications for revising the conventional means of teaching grammar and assessing grammar as it fails to carry out the ultimate goal of learning an L2. Further experimental investigations are needed to examine the effectiveness of the two types of corrective feedback that focus on the accuracy of the article use in English. Keywords: written corrective feedback, direct feedback, metalinguistic feedback, English articles