Temoltzin Espejel, María LeticiaTEMOLTZIN ESPEJEL, MARIA LETICIA; 711387Hernández Macías, Esther Cadmiel2024-02-222024-02-222023-10https://hdl.handle.net/20.500.12371/20048“Feedback is a key factor that influences the scope that writing instruction has in student writersas from effective feedback they can produce clear and relevant writing. This allows them to participate in the international academic discourse. Feedback, as part of the academic writing formative process, depends on several agents that determine its effectiveness like timing, amount, focus, procedures, and the perceptions of those involved. Apropos of this last issue, the following lines include a detailed single case study focused on exploring the perceptions of a pre-service EFL teacher regarding feedback received on her thesis writing at a public Mexican university language faculty. The present study also intends to identify the assessing techniques employed for feedback provision on the writing of this EFL teaching trainee. Additionally, this research explores what this EFL preservice teacher did with writing feedback received in order to analyze the effectiveness offeedback given on her academic writing. Findings of this research reveal how preferences ofthis participant regarding feedback provision on her academic writing influences her responseto it. Also, results of this study indicate this pre-service EFL teacher perceived feedback as a source of information from which she can take advantage to contribute to the conclusion”.pdfengHUMANIDADES Y CIENCIAS DE LA CONDUCTAMaestros de inglés--Formación de--Estudios de casosTesis y disertaciones académicas--AutoresEscritos académicos--EvaluaciónRetroalimentación (Psicología)Maestros--ActitudesTesis de licenciaturaopenAccess