This paper examines the aspects of collaborative feedback in a Korean EFL beginner writing context. In particular, the study aims at investigating how Korean EFL novice writers at college level are guided by and appropriate the teacher`s collaborative feedback for linguistic development in teacher-learner tutoring sessions. The theoretical framework of the study is Vygotsky`s socio-cultural theories of collaborative assistance. The results reveal that teacher`s corrective feedback functions as collaborative assistance for learners` language performance from teacher-regulated to learner-regulated change co-constructing learners` cognitive process within ZPD. In addition, teacher`s corrective feedback plays as collaborative assistance for learners to generalize the use of target-like linguistic forms better in subsequent writings from those appropriated in a previous context. (Dankook University)