The interest in the effects of computer-mediated communication on language learning has increased in recent years. It is asserted by proponents that use of e-mail in second language learning promotes more effective discourse management, the use of more foreign language functions, and greater levels of student participation. E-mail puts learners in a position of greater control over their own learning because they determine the quality, level, and amount of participation--all of which is conducive to enhanced language acquisition. This study explores the significance of the overall effect of using e-mail in the quantity and accuracy of Spanish written language generated by e-mail dialogue journals compared to the paper-and-pencil version of the technique. The study also compared the first message with the last message in the course. It was found that neither the e-mail group nor the pen-and-pencil group improved accuracy or vocabulary use more than the other. Therefore, there is no evidence that use of e-mail over the more traditional pen-and-pencil technique has any advantages in terms of student performance. An appendix is attached with excerpts from students responses. (Contains 16 references.) (KFT)