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This study examined the effect of employing GIFs(Graphic Interchange Format) on Korean high school students’ acquisition of English phrasal verbs and their affective domain. Despite the prevalence of phrasal verbs in native English discourse, their idiomatic nature and semantic opacity pose challenges for learners. Grounded in cognitive linguistics, the study utilized orientational metaphors and image schemas to facilitate the comprehension of phrasal verb meanings. The study compared a control group receiving traditional instruction with an experimental group exposed to GIF-based materials alongside image schemas. Quantitative data from pre, post, and delayed tests measured phrasal verb knowledge and the ability to infer new meanings. Qualitative data from questionnaires and interviews evaluated effects on the affective domain. The experimental group significantly outperformed the control group in the post and delayed tests, demonstrating enhanced acquisition, retention, and meaning inference abilities. GIF-based learning also positively influenced students’ understanding, engagement, as well as their motivation to learn phrasal verbs. The findings highlight the potential of GIFs as effective teaching tools to aid in visualizing metaphor-based instruction, while acknowledging limitations in sample representation and treatment duration.