LAUSR

This study delved into the impact of written languaging (WL) on grammatical accuracy of writing. To this aim, 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 required to write about the reasons behind their errors (i.e. language about the errors). For the post-test, both groups revised their original writings. Results of the study revealed that both groups made significant gains in grammatical accuracy of their compositions. However, producing written languaging proved to be more effective than mere DWCF. Findings are discussed in the light of Vygotskyian sociocultural theory.