近年來，網路已成為一個即新且強大的交流平台：可提供資料檢索與資訊傳遞、以及解決問題的工具。因此，「網絡閱讀」已經成為現今學生每天閱讀行為的一部分。當他們嘗試尋找問題的答案時，幾乎是皆隨手使用搜尋引擎，在電腦螢幕上閱讀資料以找出答案。為了探索當前科技大學學生在進行線上英語閱讀時，閱讀策略使用的廣度與範圍，檢視他們在線上閱讀英文文章的策略使用與他們英語閱讀理解能力之間的關係，並探討其在網路上從事英語閱讀時所遭遇的困難與挑戰。共113個科技大學應用外語系的學生參加了這個研究，閱讀的文章為授課老師配合課程內容所指定的紙本學術英文文章與線上英文學術文章及閱讀測驗。研究工具包括網路使用習慣問卷調查、前測和後測訪談、線上閱讀策略問卷和自我報告。結果顯示，高閱讀程度學生和低程度學生在閱讀策略上呈現不同的使用頻率和答題方法。此外，與高程度學生相比，低程度學生在語法結構、文章長度和結構方面都有更多的困難。本研究不僅辨識出科技大學學學生的線上英文閱讀策略，也提出有效策略之見解，以提升學生的閱讀理解力。本研究結果可作為英語教師在教學上的指導方針，運用有效的學習策略，來教導學生能在網路上閱讀不同類型文本更顯成效，更提升其英語閱讀理解能力。

Internet has become a powerful new means of communication, information retrieval, and problem solving; therefore, online reading has become a part of students’ daily reading behavior: when they try to search answers to their questions, they almost certainly ‘google’ for answers and read them on the screen. This study aims to explore the use of online reading strategies among Taiwanese technological university students with different levels of English proficiency and to explore their difficulties in online reading comprehension. A total of 113 technological university students majoring in Applied Foreign Languages participated in this study, and the reading materials used in the current study were the paper academic reading articles and on-line academic reading articles selected by the instructor based on the topics of the reading course. The sources of data include a survey of online reading strategies, an Internet use questionnaire, pre- and post-reading interviews, and a self-report. The results revealed that the proficient readers’ and the less-proficient readers’ reading strategy uses differed from each other in terms of frequency and quality of use, and the less-proficient readers struggled with overwhelming vocabulary leading to inaccurate understandings of the texts. In addition, compared with the proficient readers, they had more difficulty regarding grammatical structures, text length and organization. Pedagogical implications are presented based on these findings.