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Reading comprehension is a cornerstone of second language acquisition and academic success. However, it is often a challenging skill for English as a Foreign Language (EFL) learners due to the cognitive and linguistic demands it entails (Grabe & Stoller, 2020). Recent educational paradigms emphasize the integration of multimodal resources—texts, visuals, videos, and other media—to enhance comprehension and engagement (Jewitt, 2013; Serafini, 2014). Multimodal reading instruction, which involves the simultaneous use of multiple modes of communication, has gained traction as a method to support learners in navigating complex texts and constructing meaning (Kress, 2010). This instructional approach is especially relevant in EFL contexts like Iraq, where learners may face limitations in traditional text-based learning environments (Yi, 2014). Multimodal reading instruction is rooted in multimodality theory, which posits that meaning-making occurs through the interplay of various semiotic resources, such as text, image, and sound (Kress, 2010; Sutrisno et al., 2023). This perspective aligns with dual coding theory (Paivio, 1990), which suggests that the integration of verbal and visual information enhances memory and comprehension. Additionally, self-determination theory (Deci & Ryan, 2000) underscores the importance of fostering intrinsic motivation and resilience, both of which are closely tied to the concept of grit. By leveraging multimodal resources, educators can create a more engaging and supportive learning environment that not only improves comprehension but also cultivates learners' perseverance and motivation. Despite the growing recognition of multimodal approaches in EFL pedagogy (Diamantopoulou & Ørevik, 2022), there remains limited research on their impact on reading comprehension within the Iraqi EFL context. Moreover, the role of affective factors, such as grit—defined as perseverance and passion for long-term goals (Duckworth et al., 2007)—has been rela