This study investigates the effectiveness of online versus paper-based reading strategy instruction on EFL learners' reading comprehension. Fifty-seven university students from two intact reading classes with comparable proficiency levels were assigned to participate in either a paper-based or an online reading instructional module. Both groups received comparable reading strategy instruction in four areas: Global (keyword list, prediction, overview, and text structure), Problem-solving (reading rate, listening, summarizing, and concept mapping), Support (dictionary, grammar book, translator, highlight, and record book), and Socio-affective (music and peer interaction) strategies. The only difference was the medium: the instruction was paper-based in one class and computer-based in the other class. After each group's four-hour training and reading period, students' reading comprehension was measured using a written recall and further analyzed with a weighted propositional system. Results showed that the online reading group outperformed the paper-based group on overall reading comprehension. An interview session provided insights into students' perceptions of the online module. Findings of this study can encourage teachers to incorporate web-based reading strategy training into their curriculum.