Ahmed, SabreenaHuq, Syeda Sumaia Zarnaz2026-08-192026-08-1920262026-06ID 23263013https://hdl.handle.net/10361/29325This thesis is submitted in partial fulfillment of the requirements for the degree of Master of Arts in English, 2026.Cataloged from PDF version of thesis.Includes bibliographical references (pages 73-92).In today’s globalised world, people often migrate from one country to another for various purposes. Corresponding to this globalisation, non-native English speakers like Bangladeshis also migrate to native English-speaking contexts. This study explores the difficulties that Bangladeshi students face in communicative aspects while studying in a native English context abroad and how they overcome it through their self-efficacy. The study adopted a qualitative phenomenological approach where the researcher used snowball sampling to select ten Bangladeshi international students who are living in native English-speaking countries. The participants were asked to share their journey of transitioning from non-native English-speaking context to native English-speaking context through a semi-structured interview. The thematic analysis of the interview transcriptions reveals that in the first few days or months of transitioning to native English-speaking context, the non-native English-speaking Bangladeshi students struggle not only to comprehend native and other English accents but also to communicate fluently. However, they adapt to the native English-speaking context gradually by using their self-efficacy strategies like practicing English with the natives, being exposed to native English multimedia, motivating own self to continue communication and so on. The results suggest curriculum and policy reforms so that students can practice spoken English academically without being afraid of any judgmental environment. The research contributes to understand the challenges that Bangladeshi students face in terms of communication while studying abroad and the importance of self-efficacy strategies to fight the challenges to cope in the native English-speaking context.127 pagesen-USAttribution-NonCommercial-NoDerivatives 4.0 InternationalBRAC University theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission.http://creativecommons.org/licenses/by-nc-nd/4.0/Native EnglishSpeaking difficultiesOral proficiencySelf-efficacyCross-cultural educationEnglish languageLanguage acquisitionLanguage and educationEnglish language--Spoken English.English language--Pronunciation by foreign speakers.Language transfer (Language learning).Fluency (Language learning).Second language acquisition.English language--Study and teaching--Foreign speakers.Thesis