In the current study, we present the results of an experiment with 30 Persian EFL learners in which we explored the learners' perceptions of recasts and metalinguistic corrective feedback. The participant learners received either recasts or metalinguistic feedback for their errors during task-based interactions with their interlocutors and then watched the videotape of their incorrect utterances followed by interlocutors' feedback during stimulated recall interviews. Learners' stimulated recall comments were elicited in relation to learners' perceptions of recasts or metalinguistic corrective feedback they received. Learners' responses in stimulated recall interviews were classified as "noticing the gap," "feedback recognition" and "other." "Noticing the gap" was operationally defined as learners' ability to identify the source of the error for which they received corrective feedback. Learners' responses were classified as "feedback recognition" whenever they were able to recognize the corrective nature of corrective feedback but failed to locate the source of error. Finally, learners' stimulated recall comments were classified as "other" when they failed to recognize the corrective nature of feedback. The results of data analysis indicated that metalinguistic feedback is more associated with learners' ability to notice the mismatch between incorrect and target-like forms.