This study focused on determining the English language learning strategy adoption and the language proficiency of the respondents in online and modular distance learning modality. This examined the use of the English Language Learning Strategy in terms of its six subscales: memory, cognitive, comprehension, metacognitive, affective, and social strategies, while the level of language proficiency of Grade 9 learners reflected from the result of their grammar test. A descriptive research method design was used in this study to gather and treat the data. The respondents of this study consisted of ninety-five (95) Grade 9 learners in online distance learning and (95) Grade 9 learners in modular distance learning. It was found out that after the statistical analysis data that the level of language proficiency level of Grade 9 learners in terms of distance learning modalities as to Online Distance Learning Modality was very satisfactory with a mean score of 36.40 and a standard deviation of 3.20. Finding shows that even in modular distance learning, students? level of language proficiency is still very satisfactory which may because they can learn through the medium of reading as they are more engage in modules and other learning resources that can help them improve their vocabulary. Based on the findings, we can infer that at 0.05 level of significance, the null hypothesis ?There is no significant difference in language proficiency levels among Grade 9 learners in online and modular distance learning modalities? is rejected. Thus, the alternative should be accepted inciting that there is a significance between the two. It is recommended that the teachers and school should continue promoting the importance of English language proficiency in their education. Encourage the learners to speak confidently using English language. For modular distance learning modality, teachers and school administrators should extend the use of other learning resources that can help them improve their language proficiency.