Barriers to English Speaking Proficiency among Non-Native Speakers in Bangladesh: A Multidimensional Analysis of Challenges and Strategic Solutions (Published)
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