Opinions related to the main reasons on Iranian students' difficulties in spoken English proficiency

There have been a lot of purposeful debates within the English language learning profession
on issues related to the students’ learning of English, especially the speaking component in non-native
countries like Iran. Non-English speakers have no choice but to learn English in order to survive in an
international relationship, global business and in an education environment, particularly in Iran. How
Iranian students learn the spoken English proficiency, is more complicated than in the case of other
skills. The bulk of investigations on Iranian students’ English speaking weaknesses were reviewed to
find the main points of view about the major problems. The most significant finding was unacceptable
method, Grammar translation method (GTM) used to teach English language in Iran. This paper will
have a short look at to the other researchers’ opinions, the judgments and insights achieved in some of
papers that researches have explored such as textbooks, limited- time, using Persian language in the
English classroom and curriculum matters which could be the main descriptive issues in this paper.