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As observing model videos can develop learners’ speaking (e.g., pronunciation and word/sentence stress) and oral presentation skills, this study explores its effects on Japanese university students’ performance with respect, in particular, to model videos of presentations. Two types of model video were shown to 27 participants in two classes: in one class, more-proficient model videos were shown prior to less-proficient model videos; in the other, the order was reversed. In both cases, the videos were shown prior to the students’ second and third presentations. To examine any observational learning effects, the first, second, and third presentation scores obtained through self- and peer evaluation were analyzed quantitatively, while student responses to open-ended questions were analyzed qualitatively using text mining. The results indicate that there was no significant effect of any factor on the self-evaluation scores. However, peer ratings show that the third presentation was rated significantly higher than the first for the class in which students watched the less-proficient model videos before the more-proficient. The findings indicate that the observation sequence of model videos may affect the development of learners’ performance, although the use of both more-proficient and less-proficient model videos in any order can improve learners’ cognitive, linguistic, and presentation skills.