Empowering Iranian English as a foreign language learners in a flipped classroom: A contribution of fanfiction to improving writing fluency in English

Amir Mashhadi; Mahmood Validi; Amene Kavoosi

Authors

Amir Mashhadi Shahid Chamran University of Ahvaz (Corresponding author)
Mahmood Validi Shahid Chamran University of Ahvaz
Amene Kavoosi Shahid Chamran University of Ahvaz

Keywords:

Fanfiction, Flipped Classroom, Writing Fluency, English as a Foreign Language Learners, Technology-Enhanced Language Learning

Abstract

This study explores the impact of fanfiction writing on the English writing fluency of Iranian English as a Foreign Language (EFL) learners within a flipped classroom framework. Fifty-one female high school students aged 17–19 were randomly assigned to two groups: one received flipped instruction with fanfiction tasks, and the other received flipped instruction without fanfiction. Over twelve 90-minute sessions, both groups accessed instructional videos on paragraph writing and summarizing via the Iranian Student Education Network, followed by in-class writing activities based on the short story The Happy Prince (Wilde, 2010). While both groups completed chapter-by-chapter assignments, the fanfiction group reimagined and creatively extended the story, whereas the non-fanfiction group produced conventional summaries. Writing fluency was assessed through word count, T-units, and clause production using a mixed between-within subjects ANOVA. Additionally, student perceptions of the flipped model were measured through a Likert-scale questionnaire, and semi-structured interviews were conducted with the fanfiction group to gain qualitative insights. Results indicated significantly greater gains in writing fluency for the fanfiction group. Students also expressed positive attitudes toward the flipped classroom approach, noting increased engagement and confidence in writing. These findings highlight the pedagogical value of integrating fanfiction into flipped instruction as a means of enhancing writing fluency and promoting creative engagement among EFL learners. Implications for curriculum design and future research in technology-enhanced language learning are discussed.

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Author Biographies

Amir Mashhadi, Shahid Chamran University of Ahvaz (Corresponding author)

Dr. Amir Mashhadi is an Associate Professor of Applied Linguistics, specializing in Technology-Mediated Second Language Acquisition at Shahid Chamran University of Ahvaz, Iran. He has published numerous articles in esteemed domestic and international journals, and has actively participated in both national and international conferences. In addition to his research activities, he serves as the Managing Editor of the Journal of Research in Applied Linguistics and sits on the editorial boards of several other domestic and international journals.

Mahmood Validi , Shahid Chamran University of Ahvaz

Dr. Mahmood Validi is an Assistant Professor of Applied Linguistics in the Department of English Language and Literature at Shahid Chamran University of Ahvaz, Iran. His primary area of expertise is Systemic Functional Linguistics, with a broader research interest in discourse analysis, and language education. He has authored and co-authored several research articles published in national and international journals, and has been an active participant and presenter at various academic conferences.

Amene Kavoosi, Shahid Chamran University of Ahvaz

Amene Kavoosi holds a Master’s degree in Applied Linguistics from Shahid Chamran University of Ahvaz, Iran. She is a tenured English language teacher in Iranian public high schools, with extensive classroom experience at the secondary level. Her academic interests include technology-enhanced language instruction, digital pedagogy, and learner autonomy in EFL settings. She is particularly passionate about integrating innovative technological tools into traditional classroom environments to foster student engagement and improve language learning outcomes.

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