Technology is an ever-increasing part of how teachers and learners work on language and texts. Indeed, computers, the Internet, and Web 2.0 applications are revolutionizing how texts are consumed, discussed, and produced in classrooms. This article focuses on a specific technological innovation emerging from this digital revolution: the use of screencasts and their potential to transform how feedback can be offered to language-learners on written assignments. Drawing on a brief review of the literature and the author's own experiences as a second-language writing teacher, this article presents an overview of screencasting technology and examines how freely available software can be used by teachers and students to produce and share asynchronously online video recordings of themselves as they edit and comment on documents viewed on a computer screen. It is argued that at a time when teaching and learning is increasingly migrating to online digital contexts, screencasting represents a low-cost, intuitive, and time-saving interface the multimodal nature of which can counter limitations typically associated with more traditional feedback approaches. (Contains 1 figure.)