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

What strategies can be used to deal with oral presentation problems (or oral performance)?
As soon as the problems are clarified, it is easy to establish strategies for overcoming them. This section reveals the strategies in dealing with presentation problems suggested by different researches. Sivadjati (2016) considers that, it is essential to handle language and content problems such as language structure and mastering the topic, which demands more autonomous preparation, while King (2002) highlights the role of the teacher’s contribution in coping with fear of learners. Explaining students that speech anxiety is normal and supporting them in grasping general understanding of the material cannot be accomplished by any other person except a teacher. Levrai and Bolster (2015) also emphasize the importance of changing learners’ mindset in terms of public speaking fear by the teacher.
Giving presentation guidelines is one more way to avoid problems in presenting. Learning the evaluation (Lazaraton) or grading (King) criteria and listing instructional objectives (King) help to meet the teacher’s expectations. Before working on the presentations, learners should comprehend oral presentations identifying the genres (Hovan, 2009, as cited in Brooks and Wilson, 2018). King (2002) states that students “will feel that the teacher has just dumped them into the sea to struggle for survival” (p. 406), if they are not taught micro and macro skills properly.
Another important factor in managing with presenting difficulties is repeated practice. Rehearsing speaking aloud in an actual room within the limited time (Chivers and Shoolbread, 2007), impromptu speech to avoid hesitation markers (Lazaraton, 2014) prepare the learner well for the upcoming oral presentations.
Chivers and Shoolbred and Zivkovic emphasize the effectiveness of using technology and visual aids and rehearsing using them beforehand to be successful in oral presentations. Writing self-reflections and watching recorded videos of presentations (Brooks and Wilson, 2018) help learners to investigate their weakness in presenting by critically analyzing their own performance.