Poster Presentation Digital Peer Evaluation to Support Reflection and Motivation in Performance Tasks more

This study explores a CALL-based approach to peer evaluation in a Japanese public (junior and senior) high school EFL context. In performance tasks such as presentations, peer evaluation has traditionally relied on paper forms, largely to ensure that the student audience pays attention. In practice, these forms are often collected and set aside. Limited class time and logistical difficulties make it challenging to return peer comments to students, even when many appear to invest genuine effort in it. Peer evaluation was redesigned using Google Forms distributed through Google Classroom. Moving to a digital platform allowed feedback to be easily aggregated and returned as individualized evaluation summaries. Although teacher involvement in managing the process remains necessary, the time required was substantially reduced. Classroom observations suggest that access to compiled peer feedback may support formative assessment by providing concrete information students can use for reflection and improvement. Student perceptions of peer evaluation are examined through survey data. Results indicate that both conducting peer evaluations and receiving compiled feedback helped most students improve their subsequent performances and increased their motivation. A majority also expressed a preference for digital over paper forms. Implications for CALL-supported feedback practices in secondary EFL settings are discussed.