This study investigated the effectiveness of oral metalinguistic feedback and recasts as well as the effect of focused tasks (FT) in the development of implicit and explicit knowledge during video-conference interactions. This was accomplished by partial replication of a study performed in a classroom setting. Three groups of Brazilian EFL learners (n = 42) participated in a pre-test, post-test, and delayed post-test targeting the regular simple past. The final results indicated that all the groups developed implicit and explicit knowledge of the target structure over time, with no differences across groups. This study also discusses the challenges of experimental research in video-conferencing, and suggests some strategies on how this particular area of research can be improved.