The study is indented mainly to investigate the utility of manipulating Oral Discourse Analysis to improve EFL Learners' Oral Performance of the Semantic, Morphological, Syntactic, Phonological, and Pragmatic Proficiencies along with their related Linguistic Awareness. Attaining such purpose, the researcher adopts a Basic-Applied, Qualitative-Quantitative, Confirmatory Study Design. Basically, conducting the current Treatment, a number of forty EFL Third Year Students is randomly assigned in One Treatment Group, typically administered to a pre-and post-testing technique for the purpose of data gathering and analysis. Principally, performing the Testing Sessions both an Informal, Semi-Structural, Chat-like Interview and a Five-Point, Liket Scale, Closed-Form Questionnaire are used, whereas carrying out the Training Sessions a wide range of various authentic videos, encompassing academic, non-academic, formal, and informal ones , is utilised as the chosen Study Material, along with an Observational Checklist. Generally, the current Pedagogical ODA Treatment is conducted over a period of seven consecutive weeks, along Twenty-one practical sessions, within the second term of the Academic year 2015-2016. Finally, the results of the study confirms that Pedagogical ODA is effective in improving both EFL Learners' Oral Performance of the SMSPP Proficiencies, either being viewed as common, interrelated Interdisciplinary Skills, or as separate, independent ones, and their related Linguistic Awareness, either the General one or the employed four specific types.