Despite the potential benefits of assignment feedback, learners often fail to use it effectively. This study examines the ways in which adult distance learners engage with written feedback on one of their assignments. Participants were 10 undergraduates studying Spanish at the Open University, UK. Their responses to feedback were elicited by means of student-generated screencast (Jing®) recordings in which students talked through the feedback written by their tutors. The recordings were analysed in terms of the students' cognitive, affective and metacognitive responses to the tutors' feedback. Results show that, while students do engage with tutor feedback and make active efforts to integrate it, they sometimes use ineffective strategies, especially when tutor and student make different assumptions about the role of feedback. The richness of the data obtained from the Feedback on feedback (F on F) method suggests that it has the potential to promote much needed feedback dialogue between students and tutors.