الفهرس 
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Abstract
The present study aimed at investigating the effectiveness of an online program based on deep learning approach for developing EFL 3rd year student teachers’ critical reading skills and self-regulation. Two instruments were developed for the purpose of this study; An EFL critical reading skills test and a self-regulation questionnaire. The participants of the study consisted of sixty students selected at random from EFL 3rd year student teachers at Faculty of Education, Damietta University in the academic year 2019/2020. The study adopted the quasi-experimental research design. Therefore, the participants were randomly assigned into two groups: an experimental group (n=30) and a control one (n=30). The experimental group received training through the program based on an online deep learning approach designed by the researcher. On the other hand, the control group received instruction through the regular method. Participants were pre- and post-tested on the instruments: the EFL critical reading skills test (CRST) and self-regulation questionnaire (SRQ). Results revealed that the experimental group outperformed the control group in the post administration of the critical reading skills test and the self-regulation questionnaire. The study concluded that the online program based on deep learning approach enhanced EFL 3rd year student teachers’ critical reading skills and self-regulation. A number of conclusions, recommendations and suggestions for further studies were presented.