This study aims to explore the treatment of pronunciation in English language teaching and presents the position of pronunciation teaching at the tertiary level in Bangladesh. Many English language learners in Bangladesh have pronunciation problems both from production and perception perspectives. This research is mainly significant because it focuses on the key factors of effective pronunciation teaching implementation in the Bangladeshi context. Moreover, it explores the practical implications of learners’ pronunciation development. This research includes a combination of both qualitative and quantitative data and research procedures. It represents data collected from a total of 111 students and 20 teachers at five private universities in Bangladesh through a questionnaire, interview and focus group discussion. The results of this study show key elements for the upgrading of pronunciation education and recommend effective techniques of teaching and learning for improving knowledge of pronunciation. It reveals that English pronunciation classrooms should not only emphasize theoretical knowledge but also encourage learners to practice more for practical skills and suggests possible pedagogical implications for teachers, researchers and policymakers. Finally, this study emphasizes on effective approaches and techniques based on Bangladeshi learners’ requirements.
