<![CDATA[Reading comprehension is an essential skill in English as a Foreign Language (EFL) learning, yet many students continue to experience difficulties due to low engagement and limited instructional support. Visual media are commonly used to assist reading instruction, making it important to examine how students’ perceptions of visual media relate to their reading comprehension. This study aimed to investigate the correlation between EFL students’ perceptions of using visual media and their reading comprehension. Employing a quantitative correlational research design, the study involved 88 ninth-grade students selected through total sampling. Data were collected using a reading comprehension test and a Likert-scale perception questionnaire administered in one classroom session. The data were analyzed using Pearson Product–Moment correlation. The findings revealed a statistically significant weak to moderate positive correlation between students’ perceptions of visual media and their reading comprehension (r = .342, p < .05). This suggests that positive perceptions of visual media are meaningfully associated with reading comprehension as a supportive affective factor. The study highlights the role of students’ perceptions in enhancing engagement during EFL reading activities. Keywords: EFL Students; Reading Comprehension; Students' Perception; Visual Media]]>
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