Abstract: This case study investigates the effects of reactive
focus on form through negotiation on the linguistic development of
an adult EFL learner in an exclusive private EFL classroom. The
findings revealed that in this classroom negotiated feedback occurred
significantly more often than non-negotiated feedback. However, it
was also found that in the long run the learner was significantly more
successful in correcting his own errors when he had received nonnegotiated
feedback than negotiated feedback. This study, therefore,
argues that although negotiated feedback seems to be effective for
some learners in the short run, it is non-negotiated feedback which
seems to be more effective in the long run. This long lasting effect
might be attributed to the impact of schooling system which is itself
indicative of the dominant culture, or to the absence of other
interlocutors in the course of interaction.