This study explores the impact of ChatGPT-assisted oral review on speaking motivational regulation and perception in a general English for Specific Purposes course. Eighty students participated, with the experimental group(42 students) engaging in ChatGPT-assisted oral review and the control group(38 students) performing traditional review tasks. Both groups self-reflected English speaking motivational regulations(task value activation, out-of-class learning environment, affect, class learning environment) at three time points (beginning, middle, and end of the course). Additionally, the experimental group rated perceived usefulness of ChatGPT for English speaking accuracy and fluency in the middle and at the end of course. Results revealed that both groups significantly improved motivational regulations at the end of the course. However, the experimental group maintained significant gains in task value activation, affect, and class environment motivational regulations at the end of the course, while the control group demonstrated significant improvement only in affect. Between-group comparisons revealed that the experimental group showed significantly higher levels of speaking task value activation and classroom environment regulation at the course’s end. Furthermore, the experimental group perceived ChatGPT oral interactions as beneficial for improving speaking accuracy and fluency, with statistically significant increases. Finally, multiple regression analyses indicated that the perceived fluency improvement predicted higher levels of out-of-class learning environment regulation in the middle and all four motivational regulations at the end of the course. Overall, the findings suggest that ChatGPT-based oral review activities may function as an effective instructional strategy that enhances learners’ perceptions of speaking accuracy and fluency and supports self-regulated speaking motivation.
Namhee Kang (2026) studied this question.