Screencast feedback can improve quality, understanding, relationality and uptake of feedback, but is often deployed as ‘transmission’ of comments, replicating ‘old paradigm’ practices. This positions learners as passive recipients, the importance of dialogue and agency in the meaning-making and uptake process. Drawing on a published qualitative case study of 13 undergraduate students in South Korea who received screencast feedback on writing assignments, inductive analysis identified three themes: (1) screencast feedback enhanced learners’ understanding of feedback and performance gap,
Technology-mediated student/teacher dialogue enabled learners to ask questions and question/reject feedback, and (3) screencast feedback fostered learners’ trust and motivation by increasing connection and support from the teacher. The paper argues that dialogic screencast feedback can improve learners’ ability to self-direct their own learning (feedback literacy) and their uptake and satisfaction with feedback. Theoretical and practical implications of dialogic screencast feedback for higher education settings will be discussed. (149 words)