The paper aims at investigating the prevailing methods, approaches and techniques in teaching EFL speaking skill in Bangladesh and tends to find out the reasons behind the poor oral performance of EFL learners. Participants consist of four non-native English teachers and 179 students from three public and two private universities in Dhaka. Data was collected through an attitude scale and interviews with the participants and then, obtained data was meticulously analyzed using SPSS Package. The findings specified the teacher-related, student-related, and educational system related quandaries encountered by non-native English teachers. Teacher-related constraints included teachers’ low willingness to prepare and use communicative materials, lack of proper training in CLT approach and lack of motivation to teach speaking, lack of individual assessment and deficiency in strategic competence. Student-related constraints were mainly due to students’ EFL speaking anxiety and insufficient proficiency, and educational-system related limitations consisting of large classes, grammar-based written examinations, teaching four skills together, absence of specific, customized and focused course on speaking skill. The findings of the study suggest that many of the difficulties encountered by both Bangladeshi students and English teachers over the last couple of years still persist to this day. The researcher suggests that the mentioned constraints could be overcome through the proper implementation of CLT approach and some other authentic techniques in an ideal classroom environment where speaking skill is the main focus.
Keywords: Mandatory speaking course, imperativeness, barriers, efficacy of current approaches and methods