While many empirical studies demonstrate the effects of instruction on enhancing second language (L2) learners' pragmatic competence (Rose, 2005), few have attempted to gain an understanding of the quality of classroom life in addition to instructional efficacy. Drawing on the framework of Exploratory Practice (Allwright, 2005), the present study examines how intermediate-level Taiwanese students of English enrolled in an advanced writing class developed greater pragmatic awareness in email literacy. Instruction was divided into four distinct stages: Setting the context, Modelling, Joint construction and Independent construction. The outcomes, gleaned through questionnaires, class discussions, student presentations, and pre- and post-instruction emails, provide striking evidence of greater pragmatic awareness and positive attitudes towards instruction on email literacy, and pinpoint aspects of email literacy which may require more instructional attention. Overall, this Exploratory Practice offers interesting insights into how instruction on pragmatics in everyday life (email literacy) can contribute to the quality of classroom life for English language students and their teacher.