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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.
