Enhancing Reading Comprehension through Visual Narrative Strategies among Iranian EFL Learners: A Multi-Level Proficiency Approach

This study investigates the efficacy of Visual Narrative Strategies (VNS), a pedagogical model integrating visual content with learner interaction, on reading comprehension outcomes among Iranian English as a Foreign Language (EFL) learners. Specifically targeting pre-intermediate and upper-intermediate proficiency levels, the research examines how personalized interpretation and dialogic engagement with visuals can enhance comprehension. A cohort of 120 learners aged 13–20 from two private language institutes in Urmia, Iran, was randomly divided into ex-perimental and control groups across the two proficiency tiers. The experimental groups partici-pated in ten VNS-based sessions incorporating image-rich texts, guided group discussions, and reflective tasks. Reading comprehension was measured using the Preliminary English Test (PET) and Oxford Placement Test (OPT), both pre- and post-intervention. Paired t-tests and Two-Way ANOVA analyses revealed statistically significant gains in the experimental groups' post-test scores across both proficiency levels, with no significant interaction effects between treatment and proficiency. These findings substantiate the role of VNS in facilitating cognitive engage-ment and textual understanding. The study aligns with current trends in multimodal literacy and offers practical implications for curriculum designers, language educators, and EFL policy mak-ers seeking to promote effective and inclusive language instruction.