Fiction has long been recognized as a powerful medium for fostering language acquisition, yet its

full potential in English Language Teaching (ELT) remains underexplored. This study critically

reviews the integration of fiction into ELT practices, focusing on pedagogical strategies, learner

engagement, and comparative outcomes with nonfiction materials. The primary aim is to examine

how fictional texts influence student motivation, linguistic competence, and critical thinking within

language learning contexts. Drawing on qualitative content analysis, this review synthesizes findings

from scholarly articles published between 2020 and 2024 that explore fiction-based approaches in

language classrooms across primary to secondary education levels. The methodology is systematic

literature review involving thematic analysis of empirical and theoretical works related to fiction use

in ELT, with particular attention to methods such as Problem-Based Learning, digital storytelling,

and culturally responsive narratives. Results indicate that fiction enhances learner engagement

through relatable characters, narrative immersion, and emotional resonance, which, in turn,

contribute to improved language skills and classroom participation. Additionally, fiction was found

to be more effective than nonfiction in stimulating motivation and empathy, especially when

integrated with interactive or multimodal learning tools. In conclusion, fiction serves not only as a

linguistic input but also as a meaningful context for language use, offering cognitive and affective

benefits. The study recommends further empirical research to measure long-term impacts of fiction

in ELT and to develop adaptable instructional frameworks suited to diverse learning environments.