Abstract
This study investigated learners' awareness of their reading strategies and the development of reading strategies they used when taking part in a CALL extensive reading program. The questionnaires were referred to the reading strategies list from Takeuchi & Ikeda (1999). The survey was conducted in December of 2007 and February of 2008, and 37 participants were involved in the program for eight weeks. The program was based on autonomous learning; there was no specific strategy teaching or training. Each questionnaire addressed 14 different strategies, including activating background knowledge, adjusting rate of reading, speculating from what they read, and note-taking while reading. The results show these strategies have changed regardless of English proficiency and the amount of reading.
