The interchange of feedback between the teacher and the student in the process of developing writing skill has attracted attention of researchers and teachers alike. Considering the body of research on written corrective feedback strategies, very few research studies focused on teacher student conferences. This study, which is a replication of Erlam et al. (2013) aims to fill this gap. The results of the study showed that students in the Graduate Group self-corrected their errors more than those in the Explicit Group. The study also revealed that explicit feedback takes less time and energy on the part of the teacher than the graduated feedback. (C) 2016 The Authors. Published by Elsevier Ltd.