Schmidt (1993) claims the importance of noticing when dealing with mistakes in SLA. But though there are various types of feedback provided by language instructors in the classroom, learners may not always benefit from them (Lyster & Ranta, 1997). Using a convenient iPhone to videotape a short conversation between beginning learners of Japanese and playing it on the spot so that learners can see their own language production more objectively and receive corrective feedback from an instructor, this study examines the effects of the method, analyzing questionnaires conducted at the end of Spring Semester 2013.