According to the Sociocultural Theory of mind, corrective feedback (CF), as a sort of social negotiations, is considered a critical mutual transaction between the teacher and the learner in EFL classroom settings. This study investigated the role of negotiated corrective feedback (NCF) and non-negotiated feedback (NNCF) in developing the writing accuracy of Egyptian EFL learners in both revising of their texts and producing new ones.  24 homogenous EFL learners participated in a 6-week instruction of a paragraph writing course and wrote 6 texts in class, which they revised later. Pre-, post-, and delayed tests were administered to assess their writing improvement. The learners' revised drafts and their performance on the three tests were analyzed using t-tests and ANOVA. Results showed that negotiated feedback was more effective than non-negotiated feedback in developing the learners' writing accuracy whether on the short term (learners' revised drafts) or on the long term (production of new texts). Learners, on the other hand, preferred being scaffolded with negotiated corrective feedback by the teacher as it allowed them to faster detect and correct their own linguistic errors when revising their marked written texts.