This thesis explores the nature of the feedback process in the academic writing syllabus of an EFL (English as a Foreign Language) context at a recently established University ‘Prince University’ in Saudi Arabia; including how it is provided by teachers, experienced by students, and perceived by both groups. Due to the exploratory nature of this study, a constructivist interpretive stance was adopted by employing an instrumental case study design to gain a holistic insight and develop a nuanced understanding of the phenomenon of feedback practice in the above mentioned context. In total, two instruments were used to generate data for the current study. First, semi-structured interviews were conducted with two EFL writing teachers, and six EFL English major students in their third and fourth year. Second, 19 samples of written coursework were collected and analysed over one semester. Interviews were used to investigate teachers' and students' perceptions, experiences and perspectives on the issues related to feedback, and enhancing and clarifying the feedback used in the written coursework. Students’ coursework was a major source of data in itself as well as being a stimulus to capture students’ preferences and perspectives on the feedback provided by their teachers. Data generated from the Interviews were analysed thematically while students’ coursework were analysed by using a coding scheme which was developed based on Ferris et al. (1997) and Ellis (2008). The findings of this interpretive study reveal a complex picture of the process of giving feedback in this context. The responsibility for feedback provision rests exclusively with teachers and the peer feedback model is not used. Several contextual factors were identified as affecting EFL writing teachers’ beliefs and practice which are: a large class size, a lack of department policy and feedback guidelines, and assessment types. The findings also revealed that EFL students experienced challenges in understanding teachers’ written feedback due to the lack of engagement in the process of feedback and neglecting student-teacher dialogue. Two different responses were found in student interviews regarding the feedback provided: emotional and critical responses. The thesis concludes by highlighting the need for creating feedback guidelines and training courses for EFL writing teachers. It also concludes by suggesting a model of providing feedback and significant recommendations to improve the policy and practice of the process of feedback at Prince University.