<![CDATA[Many students learning English as a Foreign Language (EFL) still experience difficulties in developing reading literacy and vocabulary mastery due to low learning motivation and limited English vocabulary knowledge. Conventional instructional approaches that predominantly rely on text-based materials often result in low student engagement and make language learning less meaningful. Therefore, this study aims to analyze, synthesize, and evaluate the influence of digital comics on English as a Foreign Language (EFL) learning based on findings from previous studies. This study employed a systematic review method with a research design guided by the PRISMA framework. The research subjects consisted of empirical studies involving EFL learners, with 11 selected articles identified from an initial pool of 120 articles retrieved from Google Scholar, ERIC, Garuda, and Semantic Scholar databases. Data were collected using a documentation technique with article screening sheets and data extraction forms as the research instruments. Data analysis was conducted using qualitative synthesis and descriptive analysis techniques to identify patterns and trends across the reviewed studies. The findings revealed that digital comics positively influence EFL learning, particularly in improving reading literacy, vocabulary mastery, learning motivation, and student engagement. Overall, digital comics are effective and engaging instructional media that support both cognitive and affective aspects of EFL learning. The findings imply the importance of integrating digital comics into teaching practices and instructional media development to create more interactive and meaningful language learning environments.]]>
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