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This article focuses on the impact reflective learning has on a group of EFL preservice teachers' academic writing skills through formative feedback and self-assessment at a university in Bogotá (Colombia). The goal was to determine how the participants' academic writing skills were developed when writing essays for international examinations, and how their reflections upon feedback and their self-assessment process impacted their learning. This study followed a qualitative approach and andoi:10.15446/profile.v23n1.85145 fatcat:ds3ybkpvcfhithcx5shdinxlri