This qualitative, phenomenological study focused on the identity construction among avid Puerto Rican readers of fiction in English and its implications in education. Its purpose was to explore and understand the phenomenon through the perspectives and experiences of a select group of avid readers of fiction who read in English as a second language (ESL). Another purpose was to contribute to the fields of educational research and professional fiction writing by providing relevant qualitative data, theoretical conclusions, and recommendations for future research. Particular attention was paid to the process of identity development among English language learners (ELLs), as well as to the teaching-learning process of ESL in Puerto Rico. Within the population, three Puerto Rican bilinguals over the age of 21 and who identify as avid readers of fiction in ESL were selected. The sampling was purposeful since the participants had to have the required information to answer the research questions, as well as first-hand experience with the central phenomenon. Their participation involved three one-on-one interviews per participant in non-specific settings and was guided by a series of open-ended questions.

Data analysis consisted of some of the main steps of Moustakas's modification of the Van Kaam method of analysis of phenomenological data. Results show three themes: 1) the participants preference in reading fiction in English even though they prefer speaking in Spanish; 2) they have a strong interest in reading fiction even though most Puerto Ricans, according to the participants, either do not like to read or prefer nonfiction; and 3) they have come to understand better who they are as individuals in society by connecting with what they have read in fiction. In conclusion, different sociocultural factors and motivation to read were identified as being significant in the participants' development as avid readers of fiction in English. Also, reading in ESL has helped them improve in their English language skills. Reading fiction in ESL has even helped them improve their social skills, proving misconceptions about avid readers being antisocial and socially incompetent.