This study examines barriers to English speaking skills in Bangladesh through research with 300 urban and rural participants. It identifies three main obstacles: educational system problems (grammar-focused teaching and poor teacher training), lack of English exposure outside school, and psychological barriers (fear of making mistakes). Data shows that 67% of students struggle with grammar-focused teaching, and 78% fear errors, with school system issues causing 30% of speaking problems. The research proposes solutions, including curriculum reforms emphasizing communication, supportive learning environments, and technology use. Small-group learning, English clubs, and digital apps offer promising solutions by providing low-anxiety settings for practice. Recommendations include comprehensive teacher training, balanced assessment methods, and culturally responsive policies to transform English education from knowledge-focused to communication-oriented learning. These offer valuable insights for educators, policymakers, and students working to enhance English-speaking proficiency in Bangladesh and similar contexts.
Keywords: :- Communicative Language Teaching (CLT), English speaking proficiency, educational system limitations, non-native speakers, psychological barriers
