<![CDATA[This qualitative study investigated EFL learners’ perceptions of using Webtoon as a digital learning medium integrated with deep learning principles in reading activities at Islamic senior high schools in East Lombok. The study involved 33 EFL learners and 11 EFL teachers selected through purposive sampling. Data were collected through semi-structured interviews and classroom observations and analyzed thematically. The findings showed that learners generally perceived Webtoon as an interesting, accessible, and meaningful medium that reduced the pressure associated with conventional reading texts. Its multimodal features, including dialogue, illustrations, facial expressions, and sequential panels, supported contextual vocabulary learning, identification of setting and emotion, inferencing, and comprehension. When combined with prediction, character analysis, conflict evaluation, reflection, and evidence-based discussion, Webtoon also encouraged deeper cognitive engagement and more active classroom participation. Teachers confirmed that learners became more willing to express opinions and discuss alternative interpretations. However, the study also identified several challenges. Learners sometimes relied excessively on images, struggled with slang, idioms, cultural references, and complex analytical questions, and found it difficult to justify interpretations in English. Unequal participation in group work, unstable internet access, limited devices, and digital distraction also affected the learning process. The findings indicate that Webtoon is most effective when used as a supplementary medium supported by appropriate content selection, structured tasks, vocabulary assistance, collaborative roles, and teacher scaffolding. The study concludes that integrating Webtoon with deep learning principles can enhance linguistic, cognitive, affective, and social dimensions of EFL reading, provided that pedagogical and technological conditions are carefully addressed effectively.]]>
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