This literature review aims to investigate the theories behind oral presentations and strategies in dealing with the difficulties during an oral presentation

Why are oral presentation skills important?
The importance or need of oral presentation skills are defined by outlining its benefits by different researches. Firstly, in today's competitive economic environment, it is no longer sufficient for a new graduate to have understanding of an academic subject; increasingly, students must learn skills that will improve their work prospects. The following abilities are included in employability skills: information retrieval and handling; communication and presentation; planning and problem solving; social development and interaction, creative thinking, problem solving, critical thinking, active and reflective application of knowledge (Fallows & Steven, 2000, as cited in Zivkovic, 2014). Oral presentations represent an opportunity for developing real-world communications as well as leadership skills. In this way oral presentation play a main role in preparing students for job market (Miles, 2009), as employers are demanding communication skills and the ability to give formal presentations. Because of the demands of employers, they are part of undergraduate and graduate university education. Oral presentations is a key skill in academic life (Alexander, Argent and Spencer, 2008, as cited in Levrai and Bolster, 2015), as it is considered “the truest measure of mastery of the subject matter” (p. 66). Its transferability to real life help students in their future life.
Another importance of this skill, which is highlighet by Chivers and Shoolbred (2007), is its contribution to develop knowledge on different aspects. Among the many advantages of designing oral presentations for students are: bridging the gap between language study and language use; using the four language skills in a naturally integrated way; helping students to collect, inquire, organize and construct information; enhancing team work; helping students become active and autonomous learners (King, 2002).
What are the problems with oral presentation skills?
Giving oral presentation requires the presenter to deliver the information in an understandable language and this requirement brings different difficulties while producing oral performance. This part addresses all types of challenges in giving oral presentations based on several studies.
Sivadjati (2016) categorises presentation problems into several groups such as personal traits, contents/ideas, language and external factors. Problems related to personality and qualities are speaking speed, memorizing problem and anxiety problem, while fluency and accuracy are language related problems. As speaking in front of public is frightening (Lazaraton, 2014), frustrating (King, 2002) and fearful (Zivkovic, 2014) for the speaker, it causes speech anxiety which limits students’ presenting skills. According to King (2002), this stress and nervousness is emerged from the lack of experience and it makes impossible learning from others as well (Chivers and Shollbred, 2007). One language factor, which causes challenges, is developing proper grammar in spoken language. Language transfer from L1 to L2 causes some inconveniences for learners, which are resulted in incorrect use of grammar and vocabulary (Thornbury and Slade, 2007, as cited in Sivadjati, 2016). Sivadjati (2016) assumes that the next problem comes from insufficient knowledge of the topic or misunderstanding it with later impact on organizing the structure of the presentation. On the contrary Brooks and Wilson (2018) outlines different problems in giving oral presentations including improper implementation of oral presentation (by the instructor) in the class and cultural attitude towards them such as considering this activity time-consuming. Another problem is resulted from learners’ acceptance of oral presentation classes as a chance to improve language skills rather than presenting skills (Miles, 2009).