The present study was conducted to investigate the impact of using a program based on online digital tools on fostering EFL pre-service teachers' visual literacy and self-appraisal. The study used the quasi-experimental research method (pre-post control-experimental design). Eighty participants enrolled in the third year, English section at the Faculty of Education were randomly assigned to two intact groups: a treatment group (n=40) and a non- treatment group (n=40). The participants in the treatment group were trained and instructed using a program based on online digital tools whereas their counterparts in the non-treatment group did not receive such training as they received regular instruction. Instruments of the study included a language proficiency test, a needs- analysis survey of 21st teacher competencies, a questionnaire of self-identification, an inventory of visual literacy and a scale of self-appraisal. The findings revealed that the participants in the treatment group significantly surpassed their counterparts in the non-treatment group in the post-performance on the inventory of visual literacy and the scale of self-appraisal.