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It examines learners’ perceptions, strategies used to cope, and the perceived role of lecturers in improving oral presentation abilities. Questionnaires were administered to 150 learners and complemented by face-to-face interviews. Quantitative results were analyzed using SPSS with frequencies, percentages, independent-samples t-test, and ANOVA. Findings highlight problems in fluency, accuracy, pronunciation, and anxiety-related fear of audiences and assessment, with lecturer guidance through models and topic choice reducing stress.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/investigating-efl-learners-perceptions-towards-the-difficulties-in-oral-presentation-at-kandahar-university/591905/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/investigating-efl-learners-perceptions-towards-the-difficulties-in-oral-presentation-at-kandahar-university/591905.png","ImageObject",300,407,{"name":92,"@type":93},"Mabel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What difficulties do EFL learners report during oral presentations?","Question",{"text":112,"@type":113},"Learners report problems with oral fluency, accuracy, and pronunciation. They also feel frightened when many people are watching and fear being assessed by classmates in front of the class, along with low self-confidence.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the study investigate EFL learners’ perceptions?",{"text":117,"@type":113},"It uses questionnaires distributed to 150 EFL learners and face-to-face interviews. 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Prof., English Department, Kandahar University, Afghanistan, [tahirhaand@gmail.com](tahirhaand@gmail.com)  \nAttaullah Muhammadi  \nAsst. Prof., Pashto Department, Kandahar University, Afghanistan, [atta.muhammadi@gmail.com](atta.muhammadi@gmail.com)  \nPresentation skills are considered as the most vital proficiencies required in higher education. This research paper examined the difficulties of oral presentation EFL learners encountered, strategies used to make oral presentation well and the perceived role of lecturer in improving EFL learners’ oral presentation skills. With regard to achieving these objectives, questionnaires distributed to 150 EFL learners, and face-to-face interviews were conducted. The quantitative data were analyzed through SPSS by conducting frequencies and percentages, independent sample t-test and ANOVA tests. The results of the study revealed that learners had a problem with oral fluency, accuracy and pronunciation during oral presentation, feel frightened when a lot of people are watching them, afraid of being assessed by their classmates in front of the class, having low self-confidence. Furthermore, considering a crucial role of lecturer in improving oral presentation skills, this study also discovered that lecturer has to show learners videos of good speakers for enhancing their presentation skills and lecturer has to give learners freedom to choose their own topics that lower their anxiety. It is hoped that the ideas discussed will provide the learners and lecturers with basic guidelines of how to improve the learners’ oral presentation and assist learners to work their way out of anxiety.  \nKeywords: oral presentation, difficulties, lecturer’s role, coping strategies, EFL learners  \nINTRODUCTION  \nAs the result of world web contacts and worldwide availability of internet, excessive changes have been made which raised more demands on learning English language verbally and written as the language of international contact (Karimkhanlooei, 2017) . Likewise, English language is a powerful tool for communication and it is a global language that people of different languages use it to communicate and engage in business. It also provides access to much of the world’s knowledge. Accordingly, for foreign language educators, communication has been the prime goal and foreign language learners must acquire fluency and accuracy to communicate efficiently in spoken and written forms (Angelini & Garcia-Carbonell, 2019; Robillos, 2022) . Particularly, oral presentation is among the primary goals of foreign language teaching in the target language while educators in higher educational contexts aim to provide opportunities for learners to reach an adequate proficiency level in speaking. Oral presentation functions an important part on learners’ acquisition of information, academic experiences and class involvement (Robillos, 2022) .  \nCitation: Tareen, H., Haand, M. T., & Muhammadi, A. (2023) . Investigating EFL learners’ perceptions towards the difficulties in oral presentation at Kandahar university. Anatolian Journal of Education, 8(1), 79-92.  \n[https://doi.org/10.29333/aje.2023.816a](https://doi.org/10.29333/aje.2023.816a)  \nIn higher academic institutions, specifically in EFL classes, an oral presentation is found in almost all subjects and it is essential for students to communicate their ideas effectively to the audience (Zakaria & Razak, 2016) . In higher education and future careers, oral presentation skills are considered as oneof the most essential proficiencies for students at schools and universities. Also, Angelini and GarciaCarbonell (2019) provided the clearest definition of oral presentation “a speaking which involves the","cbCaiguPzLvdh9dA","https://ap.wps.com/l/cbCaiguPzLvdh9dA","pdf",355071,14,"English","# Introduction\n## Problem Statement","[{\"question\":\"What difficulties do EFL learners report during oral presentations?\",\"answer\":\"Learners report problems with oral fluency, accuracy, and pronunciation. They also feel frightened when many people are watching and fear being assessed by classmates in front of the class, along with low self-confidence.\"},{\"question\":\"How does the study investigate EFL learners’ perceptions?\",\"answer\":\"It uses questionnaires distributed to 150 EFL learners and face-to-face interviews. Quantitative data are analyzed in SPSS using frequencies and percentages, independent sample t-test, and ANOVA.\"},{\"question\":\"What role is attributed to lecturers for improving oral presentation skills?\",\"answer\":\"The study concludes that lecturers should show learners videos of good speakers and allow learners freedom to choose their own topics to lower anxiety.\"}]","Investigating EFL Learners’ Perceptions towards the Difficulties in Oral Presentation at Kandahar University | PDF",1792073448,35]