This study explores the use of fanfiction to integrate language, culture, and technology in Chilean EFL classroo ms, addressing gaps in the national curriculum and limited professional development encompassing Computer-Assisted Language Learning (CALL) and culture teaching methodologies. The research has two aims: (1) to examine EFL teachers’ practices and views merging language, culture, and technology and (2) to report on the effectiveness of fanfiction tasks merged with the linguaculture (LC) construct (Risager, 2016, 2020) as a vehicle for this integration. Using a qualitative, multi-method design, the study involved an online questionnaire (N = 128), a professional development workshop (N = 15), and a classroom, multiple case study implementation (N = 3). Questionnaire findings showed teachers valued cultural reflection and intercultural interaction but struggled to effectively incorporate it, particularly through technology. Informed by these findings, the workshop introduced fanfiction and LC, which teachers found effective for boosting language development, cultural awareness, and ICT skills. However, in the follow-up of the three case study teachers’ implementation, challenges surfaced such as students’ limited language proficiency, cultural background knowledge, and curricular constraints prioritising linguistic over intercultural competencies. These findings advocate for innovative pedagogical approaches aligned with global educational agendas, preparing students for global citizenship, and navigating future communication challenges in diverse, multilingual landscapes.