Teachers often use peer evaluation as a way to increase opportunities for constructive feedback. However, few studies have investigated student attitudes toward such evaluation. This study examined preferences among Japanese university students (N = 86) in an intensive English-language program (intermediate proficiency) toward peer evaluation for the components of ease, nervousness, embarrassment, and usefulness, when using a "numerical scale only (NSO)" and a "numerical scale together with written comments (NWC)." As subcategories, the gender and academic majors of the participants were explored. Descriptive statistics indicated that, although students generally experienced nervousness and embarrassment when engaging in evaluation with NWC and perceived that NSO was easier than NWC, most students felt that NWC was more useful than NSO. Additionally, two-way contingency table analyses showed significant effects for gender and academic major. Possible interpretations of the results are discussed, and suggestions are offered for future research and classroom use of peer evaluation. (Contains 3 tables.)