The present study examined the effect of using an e-program based on self-regulated learning for developing second-year university students’ EFL writing skills. The design of the study was the quasi-experimental method (pre- post exp./content design). The study sample consisted of 60 second-year students from the English section, Faculty of Education, Benha University, selected during the first term of the 2023/2024 academic year. The sample was divided into two groups: an experimental group (N= 30) that received instruction via an e-program based on self-regulated learning, and a control group (N= 30) that was taught writing skills using conventional teaching methods. The instruments of the study were: an EFL writing skills checklist that included five main skills and 14 subskills, a pre and a post EFL writing skills tests and a rubric for scoring them. A program was developed and implemented in the first semester of the year 2023/2024. The results of the study showed that the experimental group outperformed the control group in the post EFL writing skills test. The results confirmed the effectiveness of the e-program based on self-regulated learning for developing the EFL writing skills of second year students enrolled at English section, Faculty of Education.