This study aimed to investigate how college students, who studied English as a Foreign Language (EFL), enhanced their audience awareness through online role-reversal to improve oral presentation. Twenty-eight college students volunteered to participate in a speaking training class. They underwent four phases of online role-reversal, peer modeling, peer feedback, peer assessment, and reflections on their scripts for better oral presentation. Data collected included the log files of online role-reversal, students’ first and final scripts, the evaluation rubric of presentation, and an open-ended questionnaire. Results showed that online role-reversal played a key role in raising the students’ audience awareness between presenters and audience, leading to oral presentation improvement. Specifically, the active students outperformed the passive students in the dimensions of content, logical structure, delivery manners, and interaction with peers. The active students experienced online role-reversal to a greater extent and produced better quality final scripts and oral presentations while the passive students made very few revisions on errors of content and structure. They merely copied peers’ feedback for grammatical corrections. This study suggests that students are engaged in online role-reversal to negotiate meaning, deal with difficulties, and reflect on their scripts to enhance audience awareness and consequently improve their oral presentation.

这项研究旨在调查以英语作为外语（EFL）学习的大学生如何通过在线角色转换来提高听众意识，从而改善口头表达。28名大学生自愿参加了口语培训班。他们经历了在线角色转换，同伴建模，同伴反馈，同伴评估以及对脚本进行反思以获取更好的口头陈述四个阶段。收集的数据包括在线角色转换的日志文件，学生的第一个和最后一个脚本，演示文稿的评估规则以及一个不限成员名额的调查表。结果表明，在线角色转换在提高演讲者与听众之间的听众意识方面起到了关键作用，从而改善了口头报告的效果。具体来说，在内容，逻辑结构，交付方式以及与同伴的互动方面，积极学生的表现优于被动学生。主动学习的学生在更大程度上体验了在线角色转换，并且产生了更高质量的最终剧本和口头陈述，而被动学习的学生则很少对内容和结构的错误进行修改。他们只是复制了同龄人的反馈以进行语法更正。这项研究表明，学生要进行在线角色转换，以协商含义，处理困难并反思自己的剧本，以增强听众的意识，从而改善他们的口头陈述。主动学习的学生在更大程度上体验了在线角色转换，并且产生了更高质量的最终剧本和口头陈述，而被动学习的学生则很少对内容和结构的错误进行修改。他们只是复制了同龄人的反馈以进行语法更正。这项研究表明，学生要进行在线角色转换，以协商含义，处理困难并反思自己的剧本，以增强听众的意识，从而改善他们的口头陈述。主动学习的学生在更大程度上体验了在线角色转换，并且产生了更高质量的最终剧本和口头陈述，而被动学习的学生则很少对内容和结构的错误进行修改。他们只是复制了同龄人的反馈以进行语法更正。这项研究表明，学生要进行在线角色转换，以协商含义，处理困难并反思自己的剧本，以增强听众的意识，从而改善他们的口头陈述。