Despite the growing awareness of the benefits of responding to student writing using software programs, there is little research on the qualitative differences between traditional text-based feedback and the audio- or video-based feedback, or how such digital feedback could affect students’ revisions. Therefore, twenty participants were asked to complete a writing assignment. They received either text-based or digital feedback. The feedback was compared in terms of focus, approach, and clarity, and the students were also invited to discuss with the researcher about how they understood and used the feedback in revisions and writing in stimulated recall sessions.