Abstract The present study aimed at investigating the effect of using E- formative assessment based program on improving primary stage pupils' reading comprehension skills and their motivation towards reading comprehension. The targeted reading subskills were (skimming for general ideas – scanning for specific information – guessing the meaning of unfamiliar words from context - making inferences – expressing opinions- sequencing of events). The study adopted the quasi-experimental design using thirty two 6^th year primary stage pupils as the study participants. They were divided into two groups: an experimental group received the E-formative assessment treatment and a control group received the regular classroom activities. Instruments designed by the researcher and used in the study were an EFL reading comprehension skills test , reading comprehension skills questionnaire and a reading motivation scale. The experimental treatment was conducted during the first semester in the academic year 2022/2023. Results showed that the experimental group outperformed the control group both in reading comprehension and motivation due to the experimental treatment. These results indicated that the E-formative assessment led to developing pupils' EFL reading comprehension skills and motivation in English language. It was recommended that E-formative assessment through Nearpod should be used in EFL teaching to enhance reading comprehension skills and other language skills. Keywords: E-formative assessment, EFL reading comprehension skills, Motivation, Primary pupils.