Investigating how learners incorporate feedback into drafts is crucial, as feedback alone does not ensure effective implementation. Writing instructors can offer technology-mediated feedback rather than traditional methods, a practice supported by current research, for managing feedback processes and improving uptake. Consequently, this study compares screencast feedback (monologic) and online one-on-one video conference feedback (dialogic) on literature reviews (LRs) of 10 students in an L2 academic writing class. Over five weeks, half the students received one-on-one video conference feedback for their first draft and screencast feedback for the second draft, while the others received feedback in reverse order and then revised their drafts. Quantitative analysis showed a significant success rate difference favoring one-on-one video conference feedback, confirmed by Chi-square tests. This feedback was especially effective in content clarity, content development, cohesion, and coherence. Qualitative student interviews revealed the usefulness of both feedback types, with one-on-one video conference feedback proving superior for communication and comprehension. Findings suggest there may be some efficiencies if instructors could incorporate both types yet save more time-consuming, effortful modalities (one-on-one) to address vital issues. Hence, language instructors should consider these approaches as complementary rather than competing technology tools.