The study aims to investigate the effects of a ChatGPT-based speaking task on students’ strategic self-regulation for speaking (S2RS) and their satisfaction in a university-level English class. Thirty English majors participated in the study. The speaking task, which involved interacting with ChatGPT, was conducted over a six-week period. To measure the impact of this technology-enhanced task, students completed the S2RS questionnaire twice-once before and once after the intervention. Paired-samples t-tests were used to analyze changes in the S2RS domains, and frequency analysis was employed for the satisfaction data. The research findings are as follows. Firstly, the technology-utilized task had a statistically significant positive impact on the following domains: metacognitive (remembering and planning, assistance-seeking), social (interactional practice, environmental control), and motivational (anxiety control). However, some strategies did not reach statistical significance at the p＜0.05 level, including metacognitive (goal-based monitoring and evaluation, self-reflection), social (feedback management), and motivational (interest enhancement, motivational self-talk). Secondly, the students’ overall satisfaction with the ChatGPT-based speaking task was high. with scores ranging from three to five on the scale. For future research on the differentiated impact of the ChatGPT-mediated speaking task on speaking strategies, a mixed-methods study should be conducted.

I. Introduction
II. Theoretical Background
    1. AI in Developing L2 Speaking Skills
    2. Self-Regulated Learning (SRL)
III. Research Methods
    1. Participants
    2. Course Setting & Procedure
    3. Data Collection
    4. Data Analysis
IV. Research Findings & Discussion
    1. Effects of ChatGPT-based Speaking Task on S2RS
    2. Satisfaction of ChatGPT-based Speaking Task
V. Conclusion and Pedagogical Implications
References
Appendix

• Kyong-Hyon Pyo(Dankook University)