Integration of fan fiction into drama pedagogy in english as a foreign language education

This study investigates the effects of integrating fan fiction and puppetry into a university-level drama course, with particular emphasis on their transformative impact on learning outcomes within formal educational settings. The participants comprised 32 second-year English Language Teaching (ELT) students (18 female, 14 male), primarily between 20 and 21 years of age, who were enrolled in the elective course "Drama in ELT" during the 2023–2024 spring semester. All ethical protocols were observed, and requisite permissions were secured prior to the research. Data collection procedures included pre- and post-surveys, individual and group reflection papers, individual interviews, and a focus group discussion. To implement fan fiction in the course, the pedagogical framework "Fictional Linguistic Landscapes in Language Teaching and Learning" (FLLinL2TL), proposed by Solmaz (in press), was adopted. The four-stage structure (i.e., Situated Practice, Guided Exploration, Creation, Transformed Practice) guided learners through various drama techniques and introduced them to fan fiction as a creative avenue for language practice. Students engaged with the preselected source material, Harry Potter, by brainstorming ideas, writing scripts, creating puppets, and producing video-recorded performances. Subsequently, they shared their insights regarding this process via reflection papers, open-ended survey responses, and interviews. Quantitative survey data were compiled into Excel tables, while qualitative recordings were transcribed using a digital tool and validated through translation applications before undergoing content analysis (Creswell, 2015). The resulting analyses of both the student-produced artifacts (scripts, puppets, performance videos) and qualitative reflections led to five overarching themes: "Meeting the Expectations," "Language Development," "Learner Development through Multimodal Engagement," "Perceptions of Fan Fiction as a Pedagogical Tool," and "Challenges, Critiques, and Recommendations." These findings indicate that incorporating fan fiction into drama instruction not only met most participants' expectations through its entertaining and engaging format, but also promoted advancements in writing, speaking, vocabulary, creativity, teamwork, and self-confidence. Despite challenges related to inexperience, logistical factors, and group dynamics, participants resolved them using strategies such as external assistance, artificial intelligence tools, democratic voting, and instructor feedback. Recommendations for future applications include exploring diverse fictional universes, extending project timelines, seeking professional support (e.g., scriptwriters), and adapting the method for various age groups and curricular areas.