Numerous studies have delved into the effects of interactional corrective feedback provided in the oral or written mode in the CALL environment (e.g.video-conferencing or text-based chat). Although previous research shows that several factors influence its effectiveness, a research area that merits more attention is the role of feedback timing operationalized as immediate or delayed intervention. The current study explores the role of timing when recasts, a corrective feedback technique, are provided in an unfocused, incidental manner addressing semantic and morphosyntactic features as they arise during written synchronous computer-mediated communication (SCMC). Fifty-eight young learners of English (M = 12.75 years old, SD = 1.2) were assigned to one of two experimental conditions that differed as to whether they received immediate recasts while performing a communicative task or delayed recasts after completing a task. The results show that delayed recasts led to greater L2 gains than immediate ones in the immediate postinteraction test especially when addressing semantic features; however, no difference was found between the two conditions two weeks after the intervention in the delayed postinteraction test.