抄録
The current study aims to investigate language learning strategies used in fast reading training. 158 second-grade students of a college of technology (KOSEN) received a nine-month training of fast reading. While students’ comprehension did not increase remarkably, the speed rate developed steadily. Before and after the training, students took GTEC tests as a pre- and a post-test. 30 highly-achieved and 30 under-achieved students were selected based on the GTEC scores and WPM and were asked to write strategies they used during the training sessions. Those self-reported strategies were classified based on Strategic Self-Regulation (S2R) Model (Oxford, 2011) and frequencies were counted. Although rich use of meta-strategies was expected, the most frequently reported strategies were in the areas of cognition, not in the area of metacognition. The result implicates that too much emphasis on fast reading might hinder students from developing meta-strategies.
