This experimental study investigated the use of video feedback as an alternative to feedback with correction codes at an institution where the latter was commonly used for teaching process-approach English as a foreign language (EFL) writing. Over a 5-week period, the control and the experimental groups were provided with feedback based on comments and correction codes and video feedback, respectively, and the extent of feedback incorporation was analyzed through descriptive and inferential statistics. In addition, a questionnaire was administered to the experimental group to explore their perceptions of video feedback. The findings show that teacher feedback delivered in the form of videos is more effective than written feedback when EFL learners revise their written work in process writing. The study confirms that video feedback is more information-rich, and in return results in more correction in learners' subsequent drafts. The findings imply that video feedback, because of its features of conferencing and multimodality, is an effective method of providing EFL learners with teacher feedback and is therefore eligible for classroom practice and for future research.