This study investigates the impact of regular reading of fiction on students’ motivation and reading comprehension in the classroom. The problem addressed is the observed disparity between students who frequently read fiction and those who do not, in terms of their engagement and understanding of literary texts. The aim is to explore how fiction reading influences classroom motivation and comprehension and to identify factors that affect students’ interest in fiction. The theoretical framework combines sociocultural theory, which emphasises social interactions and cultural contexts in learning, and motivation theories such as SElf-Determination Theory, which examines intrinsic and extrinsic motivational factors. The study employs a quantitative approach using a survey to gather data on students’ reading habits,  preferences, and their perceived motivation and engagement with fiction.

Results indicate a correlation between regular fiction reading and higher motivation levels, with students who frequently read fiction showing greater engagement and understanding of literary texts. Key factors influencing motivation include personal interests, feedback from teachers, and the type of reading task assigned. The findings suggest that incorporating student interests and providing meaningful feedback can enhance reading motivation. Future research should consider qualitative methods to further explore the nuances of fiction reading’s impact on student engagement.