In contexts of first language (L1) acquisition, prediction and adaptation are often viewed as fundamental to the learning process (Rabagliati et al., 2016). One mechanism that has been proposed to specifically account for such adaptive behavior is error-based implicit learning (e.g., Chang et al., 2006). According to this account, speakers constantly predict upcoming language input. When these predictions are not met, it leads to adjustments in the linguistic system in order to avoid future errors, i.e., speakers learn. To what extent similar mechanisms apply in L2 learning is uncertain, as the degree to which L2 learners have been shown to predict upcoming input is modulated by grammatical structure, proficiency, and other individual variables (for a review, see Kaan, 2014; Kaan & Gruter, 2021). Generating fewer predictions means that opportunities for prediction error, and consequently for learning, may be compromised (Phillips & Ehrenhofer, 2015). Despite this, there is evidence that learning from prediction error can occur, particularly when learners are forced to make predictions (Gruter et al., 2021). However, it is unclear whether error-based learning is possible when the target structure is novel to L2 learners, especially in lower-proficiency learners, as some baseline knowledge of the target structure may be necessary (McDonough & Fulga, 2015; but see Bovolenta & Marsden, 2022; Brod, 2021). Largely separate from frameworks of error-based learning, many studies investigating the differential effects of corrective feedback on L2 learning have shown that, like prediction, the effectiveness of corrective feedback can be modulated by factors such as the target structure and L2 proficiency (e.g., Ammar, 2008; Ammar & Spada, 2006; Li, 2014). An understanding of how learners process feedback and compute prediction error may potentially explain why certain types of feedback are more beneficial than others, pointing towards the need to study error-based learning and corrective feedback in tandem to better understand the mechanisms underlying L2 learning. In two experiments, this dissertation unites classroom-based corrective feedback research and psycholinguistic research on predictive processing to study error-based learning in order to advance our understanding of the underlying learning mechanisms in late L2 acquisition. By encouraging learners to predict and by tracking their linguistic development, this dissertation sheds light on the role of prediction for L2 learning at different proficiencies, and how learners process feedback and use prediction errors to update their developing L2 linguistic system. Experiment 1 aimed to investigate the role of two different types of implicit feedback after prediction for the learning of German present perfect in learners of different proficiencies, since previous studies have shown both prediction and feedback effects to be modulated by target structure and learner proficiency. In German, the present perfect is formed with one of two auxiliary verbs: "haben" 'to have' is used with transitive verbs, such as "essen" 'to eat', while "sein" 'to be' is used with verbs that involve movement from A to B, such as "laufen" 'to run', or a change in state. The alternation thus has a semantic component that is difficult for L2 learners to acquire. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]