The current Study aimed at investigating the effectiveness of a program based on Interactive Student Response Systems to develop EFL Students' E-Critical reading comprehension skills at the Faculty of Specific Education. The researcher used two groups (Control and Experimental) to achieve this purpose. He chose one experimental group randomly consisting of thirty from the four level university students "English Section" who utilized interactive student response systems. In addition, the control group was taught by the traditional method. The researcher designed the EFL e-critical reading comprehension skills test and the program based on interactive student response systems. After performing the statistical analysis, There were statistically significant differences between the experimental and the control groups' mean scores in the post-administration of the EFL E-Critical Reading Comprehension Skills test in favor of the experimental group, and statistically significant difference between the mean scores of the experimental group in the pre-and post-administrations of the EFL E-Critical Reading Comprehension Skills test in favor of the postadministration. Also, There were no statistically significant difference between the mean scores of the experimental group in the post and follow up administration of the EFL E-Critical Reading Comprehension Skills test. Finally, Interactive Student Response Systems had a positive influence on developing the EFL E-Critical Reading Comprehension Skills.