抄録
This article presents a new aspect of meta-cognitive learning strategies for EFL reading utilized by Japanese learners of English, based on the method of creating a scale by factor analysis. As a preceding study, there is a questionnaire for reading strategies presented by Mokhtari (2002), which consists of 30 questions from the context of reading by first language. The author added new 17 questions from the context of second language reading, and analyzed the learners' replies by factor analysis. The result shows four-factor structure including new questions, and alpha coefficient is above 0.8. Hence, newly added questions prove certain reliability. Not only that, this research shows general tendency of meta-cognitive learning strategies for EFL reading commonly used by Japanese learners of English.
