This paper reports on an experimental study about the improvement of English as a second language mediated by an instructional practice based on an international and educational e-Twinning project joined to self-identity. Taking into consideration identity development and sense of self is essential to achieve an inclusive education especially in rural schools. Many variables around self-identity such as self-esteem, self-concept, voluntary self-control and attention process influence on motivation and the improvement of Linguistic and Communicative Competence in second language. This experimental study recruited a convenience sample of 38 Spanish students from a rural area in southern Spain. Rural areas are usually characterized by specific attributes therefore studies in those areas arouse special interests for research. The eTwinning project is described in this study and their benefits according to the results given. Results showed foreign language learning improved grammar competence in L2 (second language). Finally, this study demonstrated the planning of instructional practices close to students through motivating topics stimulates the improvement of Linguistic and Communicative Competence in English in schools from rural areas and the participation of all the Educational Community.
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