This article investigates the incorporation of identity texts grounded in the multiliteracies framework "Learning by Design" to second language (L2) instruction in required Spanish classes at a university in the Southern United States. In particular, it focuses on student work on multimodal identity texts during two academic semesters from 173 beginning and 205 intermediate students. The paper describes the pedagogical process that gave students the opportunity to use their L2 to analyse, develop, and connect multimodal texts directly to their individual experiences. In addition, students reported not only instructional and personal benefits, but also their views of the project itself through an open-ended survey. Also included is a sentiment analysis of the participants' emotions toward L2 instruction after completing their texts. The findings from the survey reveal that the participants were able to identify a variety of instructional and personal benefits, and their perceptions of the project were overwhelmingly positive. The sentiment analysis showed that learners harboured extremely positive emotions towards the kind of instruction of which identity texts were part. Also, their work on identity texts seems to have contributed to their investment in these required L2 classes.