The integration of verbal peer feedback into engineering education supports the development of disciplinary literacy and essential professional skills, aligning with 'Standard 7: Integrated Learning Experiences' of the Conceive-Design-Implement-Operate (CDIO) 3.0 framework and reinforcing student agency in collaborative learning environments. This study examines the implementation of verbal peer feedback within a Project-Based Learning (PBL) engineering course and explores the affordances of Microsoft Teams Premium's Intelligent Recap feature to support instructors in monitoring, evaluating, and facilitating students' peer feedback interactions by capturing key discussion points, action items, and participation patterns during recorded feedback sessions. A two-step feedback process was employed, in which students provided written feedback on peer reports, followed by verbal discussions conducted and recorded via Microsoft Teams. These sessions were summarised using Microsoft’s Intelligent Recap feature, helping to explicate peer interactions and facilitate instructor monitoring. The study revealed variability in the quality of student feedback, with some students offering in-depth critiques while others focused on surface-level issues, underscoring the need for more explicit guidance and training. While the Intelligent Recap tool proved useful in capturing key discussion points and streamlining review processes, it lacked the sensitivity to capture nuanced verbal interactions. Student reflections further indicated that participating in the peer feedback process improved their understanding of assessment criteria, boosted confidence, and promoted motivation. However, challenges remained, particularly in students’ ability to synthesise information and provide well-articulated critiques.
