This study investigated language learning strategies used by EFL web-based learners and face-to-face learners. It also examined the difference between pre-test and post-test reading comprehension scores of EFL students who were exposed to web-based and face-to-face instruction. The participants of the study were 200 Iranian EFL university students. They were randomly assigned into two groups, 100 students in one group taking web-based instruction and 100 students in the other group taking face-to-face instruction. The students took a 50-item translated version of Strategy Inventory for Language Learning and a test of reading comprehension. This scale and the reading comprehension test were given as the pre-test and post-test to all students. During the treatment, summarization-strategy training was used to promote the learning process. The result of an independent samples t-tests revealed that there was no significant difference between the two groups of learners regarding their preferences for language learning strategies. Moreover, the result of a paired samples t-test indicated that there was significant difference between pre-test and post-test reading comprehension scores of EFL students who were exposed to face-to-face instruction. However, there was no significant difference between pre-test and post-test reading comprehension scores of EFL students who were exposed to web-based instruction.

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