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Presentation 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.

The concept of self-regulated learning in the field of educational psychology has been developed to comprehend how students learn autonomously. Motivation is a pivotal factor in learners' academic outcomes, and its connection with self-regulated learning is extensive. While self-regulated learning and motivational beliefs are both believed to play important roles in EFL learning, very little is known about their interplay in the Afghan context, and research on the relationship among these variables seems scarce. Therefore, to contribute to this knowledge gap, the overarching aim of the present survey was to investigate the phenomenon of self-regulated learning and motivational beliefs among EFL learners in higher education. Quantitative research was carried out on a sample size of 123 EFL learners. The data was collected through a survey questionnaire and analysed using SPSS v24 where both descriptive statistics and inferential statistics such as one-way ANOVA, correlation, and regression were used. The findings indicated that the majority of the learners experience a high level of test anxiety. Further, the results also revealed that there was a significant positive correlation between motivational beliefs and self-regulated learning. Foreign language learning can be enhanced by designing environments in a way that fosters self-regulated learning skills. Further research could be conducted with a larger sample size from other public universities to generate a more fine-grained understanding.