الفهرس 
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Abstract
This study aimed at investigating the effectiveness of using some online peer-assisted learning strategies (OPALS) for developing prep stage students’ EFL reading comprehension and their self-esteem. Forty four students from Future Language Schools, East Tanta Educational administration were selected as participants of the study. The study adopted the quasi-experimental design as the forty four students were divided into two groups. The experimental group was taught via using some online peer-assisted learning strategies while the control group was taught following the conventional instruction prescribed by the ministry of education in Egypt. The tools of the study included OPALS checklist, a reading comprehension test (pre &post) and a self-esteem scale (pre &post). Analysis of the results revealed that the experimental group participants achieved a significantly higher level in their reading comprehension skills and their self-esteem than those of the control group. In the light of these results, it was concluded that online peer-assisted learning strategies were effective to develop the second year prep students’ reading comprehension skills. In addition, the study findings confirmed that online peer-assisted learning strategies with such technological environment enhanced the students’ self-esteem.