This paper surveys the literature on the use of audio feedback in higher education, where assignment feedback is sent as a recorded mp3 to students. Findings from the literature are set in the context of considerable changes to the HE sector over the last 20 years, including increased class sizes and less face-to-face contact between staff and students, the proliferation of the use of learning technologies and student dissatisfaction with assignment feedback practices. The paper gives a brief overview of the practicalities of providing audio feedback, as well as identifying the concordance in the literature on its potential to improve the learning and teaching process, particularly as this may signify a shift away from traditional, performative styles of assignment feedback. It is argued that the use of audio feedback may facilitate a more personal and authentic connection between teaching staff and learners, as well as fostering a sense of care and increased self-esteem among students. As such, the pastoral potential of the use of digital audio in the feedback process is explored.