This quasi-experimental research aims to investigate the effects of intensive and extensive recasts on learning the English simple present singular -s. In line with this purpose, firstly 56 beginner level learners were non-randomly assigned to three different groups: written intensive recast (n = 20), written extensive recast (n = 17), and control group (n = 19). Then untimed grammaticality judgment test (UGJT), sentence writing test, and story writing test were administered to all participants as pretests. For the treatment process, the participants in the experimental groups received either intensive or extensive recasts, while the participants in the control group did not receive any feedback. Afterwards, all the participants took posttests and delayed posttests immediately after the treatment and two weeks later, respectively. The comparison of the UGJT gain scores indicated that the intensive recast group outperformed the control group in short term and outperformed the extensive recast group in long term. In contrast to this, the comparison of the other tests results revealed no significant difference among the groups. The reasons for these results are discussed in consideration of the previous studies and relevant implications are suggested in this research. [This study was presented at the International Language Teacher Education Conference in April 2019 in Antalya, Turkey.]