One of the greatest challenges of an English teacher in English as a foreign language context faces is that English is not used authentically in the settings in which students live. Thus, learners do not have many natural opportunities to be exposed to the language or use it in authentic interaction. To fulfil the educational potential of language teaching, learners' language acquisition and knowledge of the target language through foreign language classes can be enhanced by implementing teaching methods such as multimodality as a socio-semiotic approach in language teaching and learning. Film is widely used as a teaching material in foreign language classes as one of the most important ways of multimodality in terms of supplying both social and semiotic features of a target language thanks to its qualities. This paper analyzes the effects of using film in the EFL classroom. It reveals its effects on developing students' comprehension skills in reading. The study was conducted on a sample of two groups: an experimental and a control group taught conventionally. The study was carried out at English Language and Literature Department of Selçuk University. The participants in this study were sophomore students at B1+ level aged 19-21. The results of the study have shown that there were significant differences between experimental and control group of students on using film incorporated in the teaching material. The study concluded that a visual context helps students enhance and improve their comprehension skills in reading.