This qualitative research study sought to explore the role that feedback has in the affective processes of two groups of EFL students from the Low-Intermediate English level of the B.A in the teaching of Modern Languages at Pontificia Universidad Javeriana, as well as to identify and describe both the way in which feedback is given to students, and the impact that it may have on their writing performance and affective processes. The study was carried out in the first semester of 2018 with the participation of twenty students and two teachers from the Low-Intermediate English level of the B.A in the teaching of Modern Languages at Pontificia Universidad Javeriana. Data was gathered through the use of questionnaires, semi-structured interviews, non-participant class observation, and students’ artifacts. The data analysis was done using the grounded theory approach. The results show that feedback takes the roles of builder of knowledge to gain confidence and motivator while developing academic writing tasks; feedback in the Low-Intermediate level is given step by step with the participation of teachers and peers; finally, we found that feedback can have a positive impact on students’ writing and affective processes when they practice and keep motivated and empowered to improve; however, feedback can have a negative impact on students writing and affective processes when grades are used.