الفهرس 
The Problem of the StudyOnly 14 pages are availabe for public view
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Abstract
The 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 preparatory School Students from Al-Zayaat preparatory school, New Damietta, Egypt. The study adopted the quasi-experimental research design. So, there were two groups: an experimental group (n= 30) and a control one (n= 30). To collect data, the researcher used multiple instruments: a reading comprehension skills checklist, a computer and internet skills questionnaire to choose the sample of the study, pre posttest of reading comprehension and a self-regulation questionnaire (SRQ). The researcher taught both groups: the experimental group was taught through using a computer-based scaffolding strategy while the control group was taught through the regular way of teaching. The results of the study revealed that there was a statistically significant difference between the mean scores of the experimental group and the control group in the reading comprehension skills in addition to self-regulation in favor of the experimental group. The effect size of using a computer-based scaffolding strategy was found to be high. The study recommends using a computer-based scaffolding strategy as a technique in teaching EFL skills and as a training approach in professional development programs of EFL teachers.