Corrective feedback (CF) has considerable influence on the second language learning and teaching. Instructors have many options to select for responding and giving feedback to their students¿ writing. The purpose of the present study is to investigate the effects of corrective feedback learner¿s errors on written grammatical features. In particular, the manner of feedback (explicit vs. implicit correction) in different context especially, virtual context is investigated. 80 lowered -Intermediate level Iranian learners of English will be divided into two groups, then 40 students in experimental group and 40 students in control group will be divided again in two 20 group (explicit corrective feedback and implicit corrective feedback) in virtual context and comparing it with physical context will be investigated. Furthermore, the important role of self-discovery in applying of corrective feedback by students is one of the valued psychological impacts in this thesis based on Vygotsky¿s and Piaget¿s theory. oth descriptive and inferential statistics were used to compare the results of the groups.For descriptive statistics, the mean, standard deviation, as well as minimum and maximum.