abstract:This study investigated EFL learners’ online reading strategies and the effects of strategy use on comprehension. To fulfill the purposes of this study, a Web-based reading program, English Reading Online, was created. Thirty applied English majors, divided into a high group and a low group based on their proficiency levels, were asked to read four authentic online texts; two were appropriate to the students’ level of proficiency, and two were more difficult. Results from data analysis showed that the use of support strategies dominated the strategy use and contributed to most of the comprehension gains, but an exclusive dependence on support strategies did not successfully predict the increase in scores on main ideas and details when the students were reading more challenging texts. On the whole, the use of global strategies significantly contributed to better comprehension, especially for low proficiency students.