Online Fanfiction Reading as a Catalyst for Second Language Learning

Abstract

This study investigates the role of online fanfiction reading as a catalyst for foreign language acquisition, specifically English. Drawing on Krashen’s (1982 Input and Affective Filter Hypotheses, Dornyei’s (1998) motivation theory, and Jenkins’ (2006) concept of participatory culture, the research explores how fanfiction fosters language development through immersive, interest-driven literacy practices. A qualitative-quantitative methodology was used via a Google Forms questionnaire, gathering responses from 127 fanfiction readers across diverse linguistic backgrounds. Findings reveal that fanfiction provides consistent exposure to authentic English input, enhances vocabulary, reading, and writing skills, and motivates learners through emotional engagement and community interaction. Notably, even participants who did not consciously use fanfiction for learning reported significant language gains. The study concludes that fanfiction serves as a valuable supplement to formal education, offering a low-anxiety, learner-centered environment that promotes sustained language development.