The present study investigated the comparison between effectiveness of recast plus explicit correction that can be called analogy-based corrective feedback (CF) and metalinguistic feedback on mastering the target structures of Iranian EFL learners at elementary level. In order to get the results, the participants were divided into three groups namely as two experimental groups who had a special kind of treatment, and one control group as no feedback group. The participants within the experimental group had either recasts or explicit correction as analogy-based CF as error-correction strategy on errors; the other received the other types of feedbacks that is metalinguistic feedback during 8 sessions of teacher-learner interaction with 45 young EFL learners. The data gathering instruments were a homogeneity test, a pretest in grammar and a posttest in grammar. The results in the effectiveness of the programs revealed that analogy-based CF group outperformed in terms of grammar learning to those of metalinguistic feedback and the control group. Results of the present study may have implications for teachers as well as learners that instead of traditional methods of CF, use analogy-based corrective feedback in grammar classrooms.