The study aimed to investigate the effectiveness of using  a program based embodied learning and online task activities in developing student teachers' EFL critical listening skills and willingness to communicate.The design of the study was a mixed research methodology. It combined both quantitative and qualitative methods of collecting data. The participants of the study were fifty (N= 50) students enrolled in the third -year English section at the Faculty of Education, Benha University, Egypt. They were tested before and after the treatment. They were taught through using embodied learning and online task activities The instruments of the study included an EFL critical listening skills test, an EFL willingness to communicate scale and a semi-structured interview.The results of the study revealed a statistically significant difference between the mean scores of the study participants in the pre and post administrations of the EFL critical listening skills test and willingness to communicate scale  in favor of the post administrations. These results were ascribed to a program based embodied learning and online task activities.