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This study is done to investigate the use of metacognitive online reading strategies among ESL Malaysian undergraduate students. It is aimed to answer three research questions: i) What global strategies do students use when reading texts in English? ii) What problem solving strategies do students use to overcome reading difficulties when reading texts in English? iii) What support strategies do students use to overcome reading difficulties when reading text in English? Using a quantitative approach, a set of questionnaires has been adapted from Amer et al. (2010) and distributed to 44 undergraduate students from a publica university in Malaysia. The instrument which consists of four sections was statistically analysed and clearly revealed the favoured online reading strategies for each type of the strategies namely global strategies, problem-solving strategies and support strategies among students. The pedagogical implication of this study would suggest all reading strategies should be taught and extensively used in ESL reading class to motivate and enhance students’ comprehension in online reading.
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