The present study was conducted to investigate the impact of using a program based on action research for developing EFL pre-master students' information literacy skills and self-reflective inquiry. The study used the quasi- experimental research design (pre-post control group design). Thirty EFL pre-master students enrolled in the special diploma at the Faculty of Education were randomly assigned to two intact groups: experimental and control. The students in the experimental group only were instructed using a program based on action-research whereas their counterparts did not receive such training as they received regular instruction. Tools of the study included a questionnaire of EFL teachers'   perceptions of research skills, a test of research academic knowledge, a scale of information literacy skills and a scale of self-reflective inquiry. Analysis of data obtained by students (using t-test and eta-squared formula) revealed that the students in the experimental group significantly surpassed their counterparts in the control group in the post-performance on the test of research academic knowledge, a scale of information literacy skills and a scale of self-reflective inquiry.   Key words:  Action-Research, Academic knowledge of research, Information-Literacy skills and Self-Reflective Inquiry