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This paper examines a new type of instant text-based feedback system that was implemented in a public speaking course for Japanese foreign language learners. We begin by examining past research concerning peer feedback during student presentations and its limitations. Study 1 specifically addresses the difficulty of analytic assessment in the practice of peer evaluation of low proficiency learners. After describing our feedback system and its actual use in a public speaking course for English as a Foreign Language (EFL) learners, Study 2 will demonstrate that text-based instant feedback is beneficial for both evaluators and the evaluated. The results of our study provide compelling evidence for the development of future foreign language learning instant feedback systems.