Have you ever thought how motivating a lesson can be when we write handwritten letters to pupils in another country? With this eTwinning we have proved that some of the most meaningful lessons in a classroom are not based on a textbook, but a hand-written letter. Letter writing gives children what fast digital communication often cannot: reflection and the joy of being truly heard. At the same time, it strengthens literacy, builds confidence, and helps young learners discover that writing has the power to create real relationships across classrooms, countries, and cultures.
Research in literacy education consistently shows that letter writing is a powerful tool for developing children’s writing skills because it provides an authentic purpose for communication. When students write to real readers, they are more motivated to organise their ideas clearly, use richer vocabulary, and pay closer attention to accuracy. The reflective nature of letter writing also encourages children to slow down their thinking and express themselves more thoughtfully than in typical classroom exercises. In real-life exchanges, this effect becomes even stronger, as pupils communicate with peers from another country, compare daily life experiences, and naturally develop intercultural awareness, empathy, and curiosity about others.
Building on these principles, our eTwinning project named Letters on Wings between Aurel Popp Art High School, from Satu Mare, Romania and 40th Primary School of Patras, Greece, brought these educational benefits to life through a simple but powerful activity: exchanging handwritten letters between 41 pupils aged 10–12. The project lasted from 8 October to 21 December 2025. There were two English language teachers, I was the founder of the project and Helen Skiada, the co-founder. After finding our partner school, we agreed about our weekly plan and teaching materials. Then we have sent our first letters. Each child was paired with a real partner abroad and invited to write about familiar topics such as daily routines, family members, hobbies, favourites, dreams about the future. What began as a writing activity quickly became something enjoyable and far more meaningful. The classroom transformed into a space of genuine communication, where language was no longer practiced in isolation but used to build a connection with another child. As the first letters were sent and eagerly awaited, students began to understand that every sentence they wrote were answered and carried meaning beyond the classroom walls.
After we began the project, we followed a structured process that supported the learners. Before writing, students took part in brainstorming activities, vocabulary-building tasks, and discussions that helped them generate ideas and organise their thoughts. We showed them model letters so that pupils could become familiar with greetings, question forms, and the overall tone of friendly correspondence. During the drafting stage, pupils worked individually but also benefited from peer feedback, which encouraged collaboration and improved accuracy. The teachers support was important for the young writers, who were guided with sentence starters, useful phrases, and question prompts. This scaffolding ensured that every child could participate successfully, regardless of their language level. The most exciting stage came when the letters from Greece arrived. We, the teachers, scanned the letters and sent them by email, and the pupils could hardly wait to read them. At the beginning of every English lesson, the same eager question filled the classroom: had the replies arrived yet? Before handing out the letters, the classroom was filled with curiosity and joy. Students read carefully, searched for interesting details, and eagerly compared the lives of their Greek partners with their own. They discovered similarities while also noticing cultural differences in routines, traditions, and family life.
There was also an occasion when we created videos: the pupils read aloud their third letters. We created two amazing albums on paper and digitally: one presenting Romania, including famous buildings, sports and leisure activities, beautiful landscapes, and animals, and another dedicated to our city, Satu Mare, highlighting its famous places, our school, cultural life, and recreational opportunities. The pupils also presented these albums to their pen pals through videos. The Greek pupils also created an album about their town, it was received with great curiosity. In December, we have sent each other real handmade Christmas cards by post. It was really exciting to receive them. At the end of the project, we had a Zoom meeting, during which each pupil had the opportunity to see and talk with their pen pal for a short time. The atmosphere was uplifting.
Looking back, the project proved that even the simplest classroom activities can become deeply transformative when they are rooted in authentic communication.The children developed communication skills while interacting with their peers in a fun and meaningful way. For many children, the use of English is often limited to the world of online games, making this project their first experience of using the language for meaningful, real-life communication. What began as a structured writing task gradually evolved into a meaningful exchange of emotions, ideas, and cultural experiences. Students not only improved their English skills but also developed confidence, empathy, and a deeper understanding of another culture.
In a world where communication is often fast and fragmented, this project reminded us of the value of thoughtful expression. For our pupils, English became a bridge to another child’s world. They are eagerly waiting for our next pen-pal project. For us, the teachers, it was a great pleasure to take part in this project, as it allowed us to witness our pupils growing in confidence, developing their language skills, and discovering the joy of meaningful communication. Sometimes, the most powerful learning comes from a handwritten letter waiting to be opened.
Bibliography
Thomson, M. (2019, September 19). How to make your school’s digital penpal project a success. British Council. www.britishcouncil.org/voices-magazine/digital-penpal-school-project
Stallings, K. (2023, September 7). Promoting literacy and SEL through letter writing. Edutopia. www.edutopia.org/article/letter-writing-elementary-school-promotes-literacy-sel
My Child Magazine. (n.d.). An introduction to letter writing. Reading Rockets. www.readingrockets.org/topics/writing/articles/introduction-letter-writing
Golden Coil. (2024, December 3). How to create a pen pal project. blog.goldencoil.com/all-posts/2024/10/10/how-to-create-a-pen-pal-project