This thesis's motive is to recognize the challenges that university students face while trying to speak English because of the effect of their educational background and it aims to uphold the role of teachers to assist students in overcoming those challenges using motivation and teaching strategies according to social-psychological aspects of Applied Linguistics. The data are collected from Army-governed universities, Schools, and Colleges from a sub-district and a renowned education consultant center in Bangladesh. There were 100 participants, and it used a mixed method. The failure of students to speak English at the tertiary level, this research identifies the possible barriers and suggests some solutions that will be effective for all English speakers. In most cases, the highest obstacles are anxiety, inferiority, lack of self-motivation, and dependency on the native language in academics. It also finds that the focus is mostly given to writing skills in the mentioned institutions as well as motivation, co-curricular activities, building a friendly and interactive environment in the classroom, improving the assessment policy, and equal facilities in educational institutions can overcome these challenges. It indicates the social, economic, and psychological obstacles that may block students from Speaking English in a public place and offers some methods to build student-friendly classrooms where students' both extrinsic and intrinsic motivation can be boosted.