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Feedback is one critical component of classroom-based instruction and it can exert powerful influences on learning and achievement (Hattie & Timperley, 2007). Teachers provide feedback through recognizing the quality of student performance and suggesting ways for improvement, and students use feedback to identify their learning strengths and weaknesses, and how to improve their understanding and performance (Sadler, 1989). When it comes to second language (L2) teaching, corrective feedback (CF) –“the feedback that learners receive on the linguistic errors they make in their oral and written production in a second languageˮ (Sheen & Ellis, 2011, p. 593), is mostly delivered in the language classroom. Specifically, oral CF addresses students' erroneous utterances and helps them to notice the gap between their problematic interlanguage and the target L2 form. There has been a great deal of research on oral feedback in the field of L2 education. Most studies conducted so far have examined the value of oral CF in facilitating learner interlanguage development, with a view to identifying the linguistic features of oral CF and exploring its effects on learner second language acquisition (SLA) (Sheen & Ellis, 2011). Nevertheless, teachers' giving of oral CF, its effects and perhaps more importantly students’ engagement with oral feedback are subject to multiple individual and contextual variables (Lyster & Saito, 2010a; Pawlak, 2014).This study will have significant results regarding facilitating second language acquisition. Firstly, the researcher is interested to see whether learners with performance based goal orientation or mastery based goal orientation will benefit more from immediate and delayed recast. Secondly, based on the forthcoming finding of this study, we will be able to more precisely specify the extent to which participants benefit from feedback timing considering the kind of their goal orientation. Moreover, the result of the study may also provide indispe