This study examines the effects of two types of online remedial reading interventions on the reading strategy and comprehension, motivational beliefs, and self-efficacy of 36 low-achieving students (explicit teaching before reciprocal teaching [ET-RT] vs. direct instruction [DI]). We designed a 10-unit online remedial English reading program based on the theoretical framework of the ET-RT model developed by Palincsar and associates. The study investigates the patterns of teacher modeling in both groups and interactive dialogue in the ET-RT group. Students' experiences and perceptions of reading interventions are also explored. The study reveals that implementing ET-RT significantly improved student reading comprehension and strategies and self-efficacy compared with DI. Triangulation with a survey indicated that ET-RT instruction reduced learners' anxiety about learning English and increased interest in reading. Moreover, the ET-RT learners had a better command of reading strategies than the DI learners. However, the qualitative evaluation of learner performance revealed that both groups showed moderate satisfaction and that most students accepted the interventions. ET-RT learner excerpts highlight the importance and usefulness of explicit reading strategy instruction. These findings indicate that both ET-RT and DI instruction have value. However, the finding that ET-RT outperformed DI suggests the need to reconsider the design and implementation of remedial English reading instruction.