Complex human skills are contingent on a combination of explicit and implicit knowledge. traditionally, descriptions and/or explanations for L2 acquisition have separated the two knowledge type. To understand what language learning is comprised of, it is necessary to examine the nature of language knowledge. Within a cognitive theoretical account, knowledge about a language and knowledge of a language are considered to exist separately. Knowledge about a language, or explicit knowledge, as in knowing the grammatical rules for the use of present tense, is seen as a separate concept from knowledge of a language, or implicit knowledge, which is the ability to use the target language in an accurate and fluent manner.This study highlights the effectiveness of explicit FFI on the acquisition of English articles. Research findings allow conclusions to be drawn about the positive effect of explicit FFI on both implicit and explicit knowledge. The results make a valuable theoretical contribution both to research in L2 acquisition concerning the role of explicit FFI and also to the possible measurements of implicit and explicit language knowledge.