rested on sociocultural theory (sct), this study attempted to examine the effect of written corrective feedback (wcf) followed by producing written languaging on developing writing accuracy over new tasks. to this aim, two intact iranian efl classes at the low-intermediate level were randomly assigned to two experimental groups: direct (n = 25) and indirect (n = 25). both groups wrote on a number of the same topics for 15 sessions; the first writing was taken as the pre-test and the last one was conceived of as the post-test. during treatment sessions, the direct group was provided with direct wcf on the erroneous parts of their compositions whereas the indirect group’s mistakes were only underlined. then, both groups, in each session, were required to language (write) about the reasons behind the parts targeted by wcf; the written explanations produced by the learners were recognized as written languaging episodes (wles). results of the study revealed that the direct group managed to generate a higher number of correctly explained wles than the indirect group. but respecting gains in accuracy, it came to light that both groups made significant gains in accuracy from the pre- to the post-test; nonetheless, no significant difference was unfolded between two groups. the findings are discussed in the light of sct in general and languaging in particular. finally, some theoretical and pedagogical implications are put forward.