This research investigated the impact of a proposed socioemotional learning (SEL) program on developing EFL speaking skills and self-confidence in speaking for second-year preparatory stage students. The quasi-experimental research design was adopted using two groups: a control group received regular instruction, and an experimental group studied through the proposed program. Instruments designed and used were an EFL speaking skills test, a speaking analytic rubric, and a self-confidence scale. Throughout the treatment, the experimental group students were engaged in multiple SEL strategies and tasks addressing the five core SEL competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making to assist students in their speaking performance and self-confidence. The results indicated that the experimental group students outperformed their control group counterparts on both the speaking skills test and the self-confidence scale. In addition, the experimental group students' post-speaking and self-confidence levels were much better than their pre-levels. Accordingly, the proposed SEL program proved to have a large effect on developing students' EFL speaking skills and self-confidence. The research recommends investigating the use of the SEL strategies to improve university and pre-university students' other English language skills