Giving feedback to student writing is one of the writing teacher's most important tasks in the classroom. Writing teachers can use many forms of feedback, such as written feedback, teacher-student conferencing, peer feedback, or self-assessment. Additionally, the influx of technologies into writing classrooms allows teachers to use screencast video feedback when responding to student writing. In this article, two second-language writing teachers questioned their feedback practices when responding to students' texts. They implemented feedback innovation by using screencast video feedback in their classrooms to explore how their attempts to use video feedback affected their individual practices. The implementation of video feedback opened their eyes as writing teachers because of its multimodality. The innovative use of aural, visual, textual, and gestural modes enabled them to view feedback as a tool for improving and learning writing rather than solely correcting students' errors. This article provides ideas and suggestions for writing teachers interested in improving feedback practices with screencast video feedback.