This presentation explores the effectiveness of using screencast feedback to improve essay composition in an academic writing course. Participants (N = 20) were asked to complete two 1500-word argumentative essays and revise their essays based on two types of formative feedback provided by their instructor. In one group (N = 12), participants were given written feedback while the other group (N = 8) received screencast feedback for their revisions. The essays were analyzed to compare whether the type of feedback influenced the quality of revision and whether students engaged in self-correction. The results showed that participants who received screencast feedback evaluated it more positively than written feedback, completed a higher percentage of revisions, and engaged in more instances of self-correction.