An investigation on the extent learners’ attitudes towards corrective feedback (CF) may mediate learning was carried out in an English as a second language (ESL) experimental classroom. Two types of CF, recast (R) and metalinguistic information (MI), were used during oral interactional tasks. The experimental groups were compared to a task only group with no CF. Pre-intermediate Saudi adult participants (n= 36) were randomly assigned to complete three hours of communicative oral tasks over four successive weeks and to fill in an attitudinal questionnaire (k=21), at the post period of testing time. Correlation between participants’ attitudes and the effectiveness of the selected corrective feedback was measured by an attitudinal questionnaire and learners’ knowledge was measured by oral and written test battery. The results suggested learners’ preference to error correction, the interactional activities, and the different types of CF. It also suggested, to certain extend, the significant role of learners’ attitude in mediating language accuracy.