This paper introduces the use of 'voice emails' as an approach to improving formative feedback and describes how such technology can be embedded within curricula. A quasi-experimental study was conducted with a student sample (n = 42) comparing audio and written approaches to feedback delivery. Student performance at formative and summative assessment points was analysed and the influence of the feedback format used was studied. The ability of voice emails to better meet recognised theoretical models of 'quality' formative feedback was also investigated using a specially designed web survey research instrument. Results reveal that in most instances voice email can better meet the conditions of formative feedback thus enhancing the student learning experience. Results from the study also suggest that voice email feedback, although offering many positive applications to lecturers, may not significantly improve the learning of students
