Abstract:





T





he study aimed at investigating the effect of using a computer-based scaffolding strategy to enhance EFL Preparatory Stage Students' Reading Skills and Self-Regulation. The participants of the study were Sixty (60) first year preparatorySchool Students from Al-Zayaat preparatory school, New Damietta, Egypt. The study adopted thequasi-experimental research design. So, there were two groups: an experimental group (n= 30) and acontrol one (n= 30). To collect data, the researcher used multiple instruments: a reading comprehension skillschecklist, a computer and Internet Skills Survey to choose thesample of the study, pre posttest of reading comprehension and Pintrich et al's(1991 & 1993) Self-Regulation Questionnaire (SRQ). The researcher taught both groups: the experimental group was taughtthrough using a computer-based scaffolding strategy while the control group was taught through the traditional way of teaching. Theresults of the study revealed that there were statistically significant differences between the meanscores of the experimental group and the control group in the reading comprehension skills in additionto self-regulation in favor of the experimental group. The effect size of using a computer-based scaffolding strategy wasfound to be high. The study recommends using a computer-based scaffolding strategy as a technique in teaching EFL skillsand as a training approach in professional development programs of EFL teachers.