This article presents the design and evaluation processes of a new inclusive and technology-and-autonomous mediated tool named the Communicative English Language Skills Improvement Programme (CELSIP). This project was originally designed to help all kinds of learners to achieve better communicative competencies in English. An empirical mixedmethod data collection process was conducted involving 49 students in their fourth year of the Teaching of English in Primary Education Degree. To this end, a semi-structured questionnaire and participants' one-course-work self-assessment written testimony were analysed in depth. The findings were significant in that the levels of motivation reported by the students were reflected in their English language oral skills, since the use of technology affected their stimulus in multifaceted ways. This endeavour provided an enhanced version of the CELSIP, a more fitted to different learners online didactic toolset, based on the gathered data. The CELSIP has proven to be a useful source of materials for online learning and could play an important role in addressing the issue of how technology can be used to overcome the existing problems derived from diversity in regard to different types of learning styles. The pedagogical implications suggest that these students could "learn to learn" following the 21st Century Education long-life-learning guidelines after having used the CELSIP.