The purpose of the current study was to examine the relationship between reading strategy use and reading comprehension as mediated by reading rate amongst advanced EFL students who received eye movement training by Rapid Visual Presentation (RSVP) technology. Seventy-two EFL learners participated in the study and received instruction for enhancing their reading speed via Reading Trainer Application for twelve consecutive weeks. Their entry-level of reading strategies awareness was assessed by the Metacognitive Awareness of Reading Strategies Inventory prior to and after the study. Their reading comprehension was assessed by International English System Test before and after the study. Their reading rate was also recorded prior to and after the study. Modelling the relationship between strategy use and reading comprehension as mediated by reading rate was tested prior to the study and the findings showed that the model was not statistically significant. The model was reassessed after the experiment and the results lent credence to the fact that eye training via RSVP for speed reading led to a mediating role for reading rate in the relationship between strategy use and reading comprehension. The results support the fact that reading rate is a contributory factor in understanding reading passages and integrating speed reading training using the-state-of-the-art technologies into reading instruction should be considered in EFL reading courses.