The indispensable role of identity in language learning has recently attracted considerable attention among SLA scholars. Consequently, the current mixed-methods classroom-based study investigated whether the implementation of intercultural movie clips could contribute to improving the personal identity, and have a positive impact on L2 identity of participants in the English as a foreign language (EFL) context of Iran. To this end, two intact classes were assigned to the control and experimental group, each containing thirty students. This quasi-experimental study was implemented on the pre-test post-test equivalent-group design. Drawing on quantitative and qualitative analysis, using two questionnaires and a semi-structured interview, the results indicate that positive changes took place in the personal and second language identity of the participants. More specifically, they moved from a closed community of practice in which self was seen from one horizon to an intercultural community of practice in which others were seen besides self. The changing community provided by movie clips had an impact on the participants' views and trends. Thus access to new social, cultural, and linguistic resources resulted in the adoption of new identities. Indeed, teachers and educators should know that language can be considered as a site for the construction of self-identification or group affiliation since language is a key element in identity formation and identity is a sense of self or sense of belonging
