The temporary closure of educational institutions has forced teachers and learners to adopt an alternative way of learning amidst the global pandemic, the use of online learning platforms. Web 2.0 Tools or online tools offer a variety of online applications that provide engaging activities in which students can learn, share, create, interact with, and learn from the course material. This study tried to find the perception of 240 selected online ESL learners of Pedro Guevara Memorial National High towards their use of Web 2.0 Tools in English language learning. The descriptive correlational method was used to gather data and information. Percentage, mean, standard deviation, descriptive rating, and spearman correlation were used to treat data. Analysis of data revealed that the students’ profile has positive but weak to very weak correlation with their overall perception of Web 2.0 tools. The significant correlation was found with students’ age and behavioral intention, gender and actual system usage, grade level and behavioral intention, device use with attitude and actual system usage and the time spent online with perceived usefulness and actual system usage. The students were found to be extremely aware of the different Web 2.0 tools used in language learning. The students recorded established background on the available online tools used in online distance learning. In sum, a positive and moderate correlation was found between the students’ background on Web 2.0 tools and their perception on its use in language learning. It can therefore be claimed that the use of Web 2.0 tools is significant in improving students’ literacy skills, especially now that face-to-face classes are not possible. The use of Web 2.0 tools can be a supplementary means of enhancing English language learning amidst the distance; hence, the first null hypothesis stating that There is no significant relationship between the respondents’ perception of the use of Web 2.0 tools in English language learning and their profile in terms of: age, gender, grade level, device use; and time spent online was accepted and the rest of the null hypotheses were rejected.