This paper uses student voice to explore whether and why audio feedback can be a preferred form of formative assessment to written marking in the English classroom. The research is a qualitative case study of the views of 28 questionnaire respondents and seven interviewees aged 14-15 years old with regards to their experiences of audio feedback. The results suggest that audio feedback was overwhelmingly preferred and perceived as a more effective form of feedback, largely due to its social and relational character. This paper shows that audio feedback can provide effective formative assessment, particularly through its relational nature, which can be capitalised on in the English secondary school classroom. Furthermore, it suggests that teacher training courses could equip new professionals with the skills needed for delivering effective audio feedback.