Context: The study investigates speaking skills among college graduates and employees enrolled in an Intensive Speaking Programme at an independent institution in Dilling locality, South Kordofan state, Sudan. These adult learners seek to improve their English for communicative purposes. Aims: To enhance speaking skills and confidence among learners, addressing their discomfort and nervousness in speaking English in class. Methods: Employing questionnaires, lesson observation, and a reflective journal, the study explored students' feelings about speaking English, their performance during speaking activities, and their opinions on the activities provided. Findings: Students felt uncomfortable and nervous speaking English due to pronunciation errors, leading to reluctance and reduced motivation. They lacked collaboration during speaking tasks and required more scaffolding, such as visual aids and pronunciation practice. Implications: The study underscores the need for practical tasks, collaboration, and pronunciation practice in speaking classes. Implementing dialogues, debates, audio and video materials, and conversation games can foster a supportive environment, improving learners' speaking skills and confidence.