This inquiry explored the influence of written languaging (WL) on grammatical accuracy of writing. For this purpose, two intact classes of Iranian EFL learners were randomly assigned to two groups. As the pre‐test, both groups wrote a composition on the same prompt. One (n = 19) received only direct written corrective feedback (DWCF) on their original drafts while the other group (n = 19) received DWCF and was demanded to write about the reasons behind their errors (i.e. language about the errors). For the post‐test, both groups reviewed their original writings. Results of the inquiry disclosed that both groups made significant gains in grammatical accuracy of their compositions. However, generating written languaging appeared to be more effective than sole DWCF. Findings are debated in the light of Vygotskyian sociocultural theory.