The present study aimed at investigating the effectiveness of using an Integrated Program Based on Web Quests and Metacognitive Strategy Instruction in Developing EFL Oral Communication and Reading Comprehension Performances of Secondary Stage Students. Seventy four first -year secondary stage students were the participants in this study. They were assigned randomly to an experimental group (thirty nine) and a control group (thirty five). The instruments were an EFL reading comprehension test, an EFL oral communication test, Cards for participants’ own reflection on the program of the study. An integrated program based on Web Quests and Metacognitive strategy was designed by the researcher. The program was conducted in the second term of the academic year (2022/2023) and lasted for seven weeks, four sessions a week, and nearly thirty five minutes for each session. On the other hand, the students of the control group received the regular instruction. The scores of the experimental and control groups were compared and analyzed. Also, the pre and post scores of the experimental group were compared and analyzed. The results of the study indicated that 1-The experimental group surpassed the control group in the post administration of the EFL oral communication test 2- The experimental group did better in the post administrations of the EFL reading comprehension test, and the EFL oral communication test than in the pre administrations. Therefore it could be concluded that the integrated program based on Web Quests and metacognitive strategy instruction has been effective in developing EFL reading comprehension and EFL oral communication performances.