Abstract
In my previous study (Saiki, 2017) it was observed that while the peer-evaluation task 'Best Speaker' was relatively effective in providing positive feedback and acknowledging learners' efforts, it did not seem to influence learners' future performance or establish a model which learners could aspire. Based on the results of the previous study the task was revised to encourage learners to assign a purpose for the peer evaluation task and then later reflect on how effectively they achieved their goals.
