<![CDATA[This study investigates the students’ multifactor on reading comprehension among EFL students at Universitas Muhammadiyah Semarang. Using a descriptive quantitative design, this study surveyed 15 purposively sampled fourth-semester students in the English Education Program through a 20-item Likert-scale questionnaire. The results demonstrate that all four factors significantly influence students’ reading comprehension. Learning style emerged as the most dominant factor, followed by background knowledge, motivation, and brain dominance. Students indicated that visual aids, note-taking, and topic familiarity improved their text comprehension, while motivation sustained their engagement and effort. Ultimately, these findings highlight that reading proficiency relies on a dynamic interplay of cognitive and affective elements. Therefore, this study encourages educators to design flexible, learner-centered instruction that accommodates individual preferences, activates prior knowledge, and fosters motivation to support deeper comprehension in EFL contexts.]]>
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