Despite the utility of synchronous audio-visual feedback in ESL/EFL writing classes, its effectiveness when combined with other feedback types remains unclear, as findings from existing studies are mixed (e.g., Cavaleri et al., 2019). Furthermore, no previous studies have examined how the combination of synchronous screencasting and word processing technologies influences teacher feedback (Wood, 2023). This study explored the effects of combining synchronous audio-visual feedback with electronic/e-written comments on the focus and manner of feedback, student uptake of feedback, and their perceptions. The data collected from 18 Taiwanese EFL college students’ writing, revisions, screencast recordings, and interviews were analyzed. Results revealed that synchronous screencasts generated significantly more content-oriented feedback and metalinguistic comments compared to the asynchronous mode. The combined feedback approach was highly effective in promoting student revisions with successful uptake rates exceeding 74%. However, the effectiveness of feedback features varied depending on the mode used. Students indicated a preference for synchronous audio-visual feedback as it enabled them to take an agentic role in negotiating feedback and revision directions. Additionally, their preferences appeared to be influenced by the complexity and type of writing tasks. Pedagogical insights into the impact and effectiveness of a combined feedback approach in process-oriented writing are discussed.