While research has increasingly been focused on second language reading, it has primarily been centered on how the learner interacts and decodes printed text. However, there has been minimal research conducted on how the English language learner processes web text, navigates the Internet, or evaluates and comprehends what he/she is reading through the use of digital literacy skills. The intention of this study was to gain insight into the online reading strategies of English language learners in order to explore if there was a need for the English as a Second Language (ESL) profession to teach digital literacy in the language classroom. The present study examines the metacognitive online reading strategies of intermediate and upper intermediate ESL students. Data were drawn from the researcher's observation notes, interviews with the participants, group discussions, and participant journals. The research methodology for the study was interpretive and qualitative. The findings suggest that language learners engage in characteristically different reading practices and strategies when reading web text and that there is a need for digital literacy skills to be taught in conjunction with the development of traditional literacy skills in the target language.