The purpose of this study was to explore how engagement in the oral presentation activity as both a presenter and an observer help students create a conceptual model for making a better presentation in the EFL classroom. This study shows that their metacognitive awareness has been keenly raised by being both a presenter and an observer. In addition, deeper analysis in distinguishing a good from a poor presentation has been developed, and they are guided to a mode of problem solving on their own. Moreover, they could develop strategies to make their future presentations better. Two different opportunities, listening to the others’ presentations and making presentation, enlightened each other.
