Developing oral proficiency remains one of the most significant hurdles for students enrolled in English departments within the private university sector of Bangladesh. This research paper investigates the multifaceted challenges that prevent students from achieving fluency and confidence in spoken English. Despite being immersed in an academic environment where English is the primary medium of instruction, many students struggle with communicative competence. The study identifies several critical factors, including psychological barriers such as "xenoglossophobia" (foreign language anxiety), fear of making grammatical mistakes, and lack of motivation. Furthermore, the research highlights linguistic challenges like first-language interference, limited vocabulary, and poor pronunciation. Socio-environmental factors, such as the lack of a supportive English-speaking community outside the classroom and traditional teaching methods that prioritize writing over speaking, are also analyzed. Through surveys and interviews conducted with students and faculty, the author evaluates the gap between theoretical knowledge and practical application. The findings suggest that a shift toward a more communicative language teaching (CLT) approach, combined with increased student-led interactive sessions, is essential for overcoming these barriers. The paper concludes by offering practical recommendations for curriculum designers and language instructors to foster an environment where students feel empowered to speak without inhibition.

Keywords: Speaking Skills, English Department, Private University, Bangladesh, Language Anxiety, EFL Challenges.