English language has come to occupy a very important position nowadays in many circles and on many levels. Firstly; it has become the official language in fields of science, technology, tourism and international scientific publications. Secondly; according to W3 Techs, a specialized institution in web technology surveys, more than 55% of the internet websites content is in English. Finally; English is the dominant language in the world of business and trade as well as being the official language used in international organizations and at international conferences. Therefore, teaching/ learning English as a foreign language has turned to be a must in the modern times in order to successfully communicate with the world.      Teaching English as a foreign language (EFL) aims at acquiring and developing four main skills namely; listening, speaking, reading and writing. However, the receptive skills; listening and reading, are of major effect in language acquisition and learning as they are means to increase students' input of the target language. In the same vein, reading has always received more focus, in Egypt, as it receives more focus in EFL achievement exams. In addition, Akin, F.; Koray, O. and Tavukçu, K. (2014, 2445) see reading as the main way of acquiring information and it is the pre-requisite for individual success in all walks of life. Similarly, Medina, S. (2012, 81) states that in many instances around the world we may argue that reading is the most important foreign skill. For Demiroz, H. (2007, 67) it is also an inevitable skill of life, which caused the existence of a great accumulation of information.      In The National Curriculum Framework for EFL Grades 1-12, issued by the Egyptian Ministry of Education (2012, pp 56 - 57), preparatory EFL learners are expected to use critical reading strategies in the EFL curricula. Standard 5 in the document reads: “Learners practice higher level thinking skills while reading". One of the outcomes for first year preparatory EFL curriculum is stated as: “To differentiate between fact and opinion in grade appropriate narrative/expository texts". Yet, there is no single activity, throughout the curriculum, to cover this intended outcome. On the other hand, in the Strategic Plan of Pre-college Education 2014 – 2030 in Egypt (2014, 59), it was diagnosed that current curricula are static and do not cope with modern trends (in education) and their correlation with knowledge economy. They do not provide the student with enough opportunities to create, think critically or build intrinsic initiative (for learning) and respect it. It was found that assessment processes ignore critical thinking skills as well (p. 61). And developing critical thinking is claimed to be a major aim of any development of school and schooling in the future (p. 122).         That is why a lot of studies were directed to investigate critical and creative reading ; like  Abu Zeid (2017); Bedeer (2017); Mohammed (2017); AbdulAal (2016); El Morsi (2015); Ismail (2015); Allam (2014), El-Embaby (2012) ; Mohamed (2012); El-lehleh (2011); El-Sakka (2011); Makhyoun (2008); Mohamed (2002) and  Mohamed (1999).              Critical reading (CR) is important not only in academic milieu, but also important for life. For McLaughlin, M. and DeVoogd, G. (2004, 52) people need to read from a critical stance and to question rather than passively accept the information they encounter because when we were in school, we believed everything we read. Students never question who is writing the text, who is determining what topics would be included/ excluded. We rarely question if there is any perspective other than the one presented. That is why Zin, Z., Eng, W. and Rafik-Galea, Sh. (2014, 44) assure that critical reading is not only important for academic reasons, but it is also a toolkit to read the world. According  to Paul, R & Elder, L. ( 2014, 35), a critical person raises vital questions and problems, formulating them clearly and precisely; gathers and assesses relevant information, and effectively interprets it; comes to well-reasoned conclusions and solutions, testing them against relevant criteria and standards; thinks open-mindedly within alternative systems of thought, recognizing and assessing, as need be, their assumptions, implications, and practical consequences; and communicates effectively with others in figuring out solutions to complex problems. Because critical reading is essential for language learners, it received much attention in pedagogical literature. Zaki, E et al (2014,4) assured that there is no more central issue of education than thinking, it should be developed and integrated into the process of foreign language learning and teaching, in other words, learners should learn how to critically produce and receive information through language. Minakova, L. (2014, 324) proved that block-schemes allowed non-language-majoring students to understand the main ideas and to answer the questions more efficiently due to developing skills as  analyzing, synthesizing and evaluating the material.      Since the 21st century is often called the century of digital technology and information explosion, utilizing technology in education has become inevitable. The role of technology in education is to assist in the teaching process. As Marc Prensky (2008, 2) claims “Today's technology offers students all kinds of new, highly effective tools they can use to learn on their own'. Standley, M. (2003, 17) states that today, digital cameras, editing software and electronic media outlets allow more students than ever to tell their own stories more easily, and to share them more widely. According to Tamim, R. et al (2011, 2) the impact of the digital technologies and especially the Internet in the twenty-first century post-secondary classroom is unquestionable and dramatic. One of these modern technological tools is digital storytelling (DST).