Hattie and Timperley (2007), argue that the most powerful single influence enhancing achievement is feedback. However, offering feedback on students' speaking is challenging. During the speaking process listening and referencing assessment criteria is demanding. Offering feedback during spoken interactions disrupts fluency. After speaking, language becomes remembered and abstract, making it difficult to offer targeted feedback. This presentation details action research cycles exploring the ways in which interactive videos assist teacher feedback on speaking. Students (n=120) video-recorded conversations with a partner and uploaded them to Moodle. Using H5P software, the teacher was able to re-watch their conversations and add feedback via interactive pop-ups. Qualitative and quantitative data were collected and analyzed inductively, via reflective journals, and teacher, self and peer assessments. Qualitative data were triangulated with quantitative data via the Rasch model. Results illustrated that interactive videos allowed greater feedback opportunities in a way that enhanced assessment and student satisfaction. The theoretical underpinnings of the research; how data were collected and analysed; and conclusions will be presented. Next, practical discussion will focus on a demonstration of the interactive video process and how the research can be adopted by audience members with whom it resonates.