抄録
The present study aims to investigate the problems of Japanese high school students who are not good at English in view of reading strategies. This study involved 164 high school students studying at a non-academic public senior high school. The experiment consisted of two classes. In the first class, Metacognitive Questionnaires (MQs) 1 and 2 were given to the students. In the second class, MQs 3 and 4 were answered by the students, followed by a open-ended question. A factor analysis was applied and three factors were extracted. They are Factor 1, "Global Understanding Strategies," Factor 2, "Bottom-Up Strategies," and Factor 3, "Model Strategies." Factors 1 and 3 seem to indicate that even poor high school EFL readers may show the metacognitive awareness of global level reading if the level of the text is appropriate for them, opposite to what is generally believed. On the contrary, Factor 2 means the students believe that local level understanding is essential to read a passage. To choose a text which is not difficult for them and make the class focusing on both local and global level of the text should be desirable.
