Language learners receive different types of corrective feedback during the process of second language acquisition. Recast, as an approach to corrective feedback, is one of the most-frequently error correction techniques in classroom contexts. A plethora of research has addressed recast; however, the present study focused on comparing learners’ grammar achievement via oral and writing modalities through two perspectives, cognitive and ecological, who received recast. One hundred and twenty language learners, all first-year college students at Islamic Azad University and Applied Science University in Tehran participated in this study. They were assigned to four groups. The participants in all groups were exposed to different instructional programs based on the cognitive and ecological perspectives to language learning orally or in writing, and all learners received recast orally. Results obtained by a pretest and a posttest indicated that all groups made progress in their grammar achievement, while there was a statistically significant difference between the groups in the posttest. The participants in the ecological group had higher gains of grammatical structures than those in the cognitive group. However, data analysis revealed that there was no statistically significant difference between two oral and writing groups in their grammar achievement.
