<![CDATA[Writing is one of the most challenging skills for English as a Foreign Language (EFL) learners because it requires language proficiency, critical thinking, and effective communication. This study aimed to explore students’ perceptions of using Comica through Project-Based Learning (PjBL), examine their engagement and writing development, and identify challenges in creating digital comics. A qualitative case study involved 36 eleventh-grade students at SMA Negeri 1 Rantau Utara. Data were collected through classroom observations, semi-structured interviews, and product assessment, and analyzed using the Miles and Huberman interactive model with NVivo 15. Writing development was examined through students’ comic products based on idea development, organization, vocabulary, grammar, and mechanics. The findings indicated that students perceived Comica and PjBL as supporting behavioral, emotional, and cognitive engagement. Students’ experiences and comic products also suggested development in generating and organizing ideas, vocabulary use, grammar awareness, collaboration, and written communication. However, students encountered challenges related to English proficiency, technical problems, and transforming longer texts into concise comic dialogues. Overall, integrating Comica with PjBL provided a supportive and engaging learning experience for EFL writing, although successful implementation requires attention to students’ language abilities, technical readiness, and the adaptation of written ideas into comic dialogue.]]>
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