This study investigated the effectiveness of metalinguistic feedback and recasts and the effect of form-focused instruction (FFI) in the development of implicit and explicit knowledge in video conferencing by partially replicating a study performed in a classroom setting. It also investigated if below-average scorers and above-average scorers would benefit differently from the different treatments. A pretest/posttest/delayed posttest design was adopted with three groups: FFI plus recasts, FFI plus metalinguistic feedback, and FFI-only. Participants were Brazilian English as a foreign language learners ( n = 42) and the target structure was regular simple past. The results for time indicated that FFI plus feedback had an advantage in the development of implicit knowledge, while both FFI plus feedback and FFI alone helped develop explicit knowledge. However, group differences were not found. The results also indicated that the different treatments did not affect differently below-average scorers and above-average scorers.