Abstarct: Despite the fact that use of authentic material has been found to be impactful on the improvement of pragmatic awareness of EFL learners, little research has been carried out on the effect of using comics as a teaching strategy on learning speech acts, in general, and apology and request, in particular. Using quasi-experimental design, the present study delved in to the problem. A sample of 57 high school students in a school in Qaemshahr at lower-intermediate level of proficiency, as determined by Oxford Placement Test, attended the study in two groups, an experimental group (n = 28) and a control group (n = 29). The experimental group was taught apology and request speech acts using comics, while the learners in the control group received traditional instruction. The English DCT was administered as the pretest and posttest to both groups. Comparison of the results of the two groups revealed that the learners in the experimental group made a more significant improvement in comparison with the control group, and the learners who received instruction using comics outperformed the ones in the control group in terms of learning apologizing and requesting in English. baxsed on the results of the study, it is recommended that teachers and material developers include comics in EFL instructional material to help learners develop their pragmatic competence.