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Arab World English Journal (AWEJ) Volume 17. Number 2, June 2026 Pp. 438-449
Department of English Philology, Faculty of Foreign Philology,
Uzhhorod National University, Uzhhorod, Ukraine
Department of English Philology, Faculty of Foreign Philology,
Uzhhorod National University, Uzhhorod, Ukra
Department of English Philology, Faculty of Foreign Philology,
Uzhhorod National University, Uzhhorod, Ukraine
Department of English Philology, Faculty of Foreign Philology,
Uzhhorod National University, Uzhhorod, Ukra
The article examines the effectiveness of teaching writing through fan fiction in an EFL university context. The study aims to investigate the pedagogical potential of fan fiction as a tool for improving students’ writing skills in textual organization, linguistic competence, and creative expression. The study’s significance lies in addressing the gap between traditional academic writing instruction and contemporary participatory digital literacy practices by exploring fan fiction as a learner-centered approach to EFL writing pedagogy. The study employs a mixed-methods quasi-experimental design involving 48 undergraduate Philology students at Uzhhorod National University. Participants were divided into an experimental group engaged in fan fiction-based writing activities and a control group following a traditional academic writing syllabus. Data collection included pre- and post-test writing tasks, questionnaires, interviews, and classroom observations. Quantitative data were analyzed using paired t-tests and mean score comparisons. The results demonstrated statistically significant improvement in the experimental group (t = 9.84, p < 0.001), with a large effect size (d = 1.21), particularly in content development, coherence, creativity, and learner engagement. The findings suggest that fan fiction-based instruction enhances writing performance by fostering motivation, reducing writing anxiety, and supporting narrative competence and collaborative learning. The study confirms that fan fiction can function as an effective pedagogical resource in EFL writing instruction. However, the findings are limited by the relatively small sample size, single-university context, and short duration of the intervention.
Stanko, D., Rohach, L., Hliudzyk, Y., & Shtefaniuk, N. (2026). Teaching Writing through Fan Fiction: A Case Study of EFL Undergraduate Students at Uzhhorod National University. Arab World English Journal, 17(2)
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Daryna Stanko (corresponding author), Doctor of Philological Sciences, Professor, Head of the Department of English Philology, Faculty of Foreign Philology, Uzhhorod National University in Uzhhorod, Ukraine. Her research interests include language teaching and learning, text linguistics, and fan fiction as a cultural and educational phenomenon.
ORCID ID: https://orcid.org/0000-0002-7858-8663
Lesya Rohach, PhD in Philology, Associate Professor at the English Philology Department, Uzhhorod National University, Uzhhorod, Ukraine. Her research interests are Language Teaching and Learning, Theory of Communication.
ORCID ID: https://orcid.org/0000-0001-7709-017X
Yuliia Hliudzyk, Associate Professor at the English Philology Department, Uzhhorod National University, Uzhhorod, Ukraine. Her research interests are Language Teaching and Learning, Theory of Communication, and Business English
ORCID ID: https://orcid.org/0000-0002-4028-0620
Natalia Shtefaniuk, Senior Teacher at the English Philology Department,
Uzhhorod National University, Uzhhorod, Ukraine. Her research interests are Language Teaching and Learning and the Theory of Communication. ORCID ID: https://orcid.org/0000-0003-1563-3532