The current study aimed to explore undergraduate students use and perceptions of listening comprehension strategies (LCS) in online EMI lectures, and the extent to which LCS use depends on the students' general language proficiency and language exposure. A total of 76 English majors completed a language proficiency test, an LCS inventory and a language exposure survey. Additionally, 60 of the participants answered 8 open-ended questions on their perceptions of LCS in online EMI lectures. The results of this mixed-methods approach showed that students used a wide variety of metacognitive, cognitive and socio-affective strategies to comprehend online EMI lectures. The students also seemed aware of the particularly challenging nature of online EMI lectures, and thus took several measures before, during and after class to facilitate comprehension. Additionally, the results showed that the students' choice of LCS is partially dependent on their English language proficiency and exposure.