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Silent reading frequently entails engaging the “inner voice,” a phenomenon in which individuals sub-vocally articulate words in their minds. This inner voice is understood to stem from the internalization process, wherein external verbal speech transitions into internal dialogue. However, the mechanisms through which foreign language learners internalize written content, particularly in a speed-reading framework, remain under-explored due to the inherent difficulties in observing such a process. To shed light on this, a qualitative study was carried out; it employed journals and the recall technique to examine the initial stages of internalization of written text by foreign language learners within a speed-reading program. This program aims to enhance the pace and comprehension of reading English texts. The study reveals that learners start to internalize the written language through a series of inner speech uses such as subvocalization, literal translation, repetition, fluent reading, and the formation of mental imagery associations with the language. The findings further indicate that, as learners advance in the speed-reading course, their mental translation efforts become more subconscious, facilitating the transition to using inner speech as a cognitive tool through associations with mental images. This shift may play a crucial role in the efficiency and efficacy of acquiring reading skills in a foreign language.