This study developed the Speaking Strategies for Self-Regulated Learning Questionnaire based on Oxford's (2017) strategic self-regulation model of language learning to cross-validate the multifaceted structure of speaking strategies in English as a foreign language (EFL) learners. 963 undergraduate students from a university in Southeast China voluntarily participated in the investigation. Confirmatory factor analyses were conducted to verify three hypothesized models. Through model comparisons, the results indicate that the 10-factor correlated multidimensional structure is the most informative and robust model. The model sheds light on the relationships between the cognitive, affective, sociocultural-interactive strategies, and metastrategies of the ten lower-order speaking strategies. Through multiple linear regression analysis, it was found that three of the ten SRL strategies were predictive of EFL learners' speaking competence. The findings imply that Oxford's (2017) theory can be extended to the field of EFL speaking. The study concludes with implications for fostering strategic awareness among EFL learners.