Abstract
This study presents a systematic literature review dedicated to analyzing the history, development, and pedagogical applications of adapted fiction in language instruction. The review focuses on examining the origins of graded readers texts, their historical evolution, and their application in language teaching. Conducted in accordance with PRISMA criteria, the study ensures transparency and rigor in source selection and analysis. The literature review used academic databases such as Scopus, Web of Science, JSTOR, and Google Scholar, with a primary emphasis on publications in English. The selection criteria prioritized peer-reviewed articles, book chapters, and conference proceedings, while excluding non-academic sources unrelated to adapted literature or language teaching. Thematic analysis was used to analyze the data. The findings highlight the critical role of adapted literature in language learning, particularly in facilitating comprehension, enhancing vocabulary acquisition, and promoting cultural understanding. The review also identified significant issues, such as content simplification and the limited availability of resources for less commonly taught languages. While adapted literature proves to be a valuable resource in language instruction, the study revealed several existing gaps that require further attention.