The whole thrust of this study was to delve into some of the pedagogical and practical challenges intimately related to employing e-learning for teaching language. To this aim, 30 language learners targeted as the subjects of the study were randomly assigned into experimental and control groups after administering a pretest. One the one hand, the control group experienced the conventional classroom practices common in most language institutes. On the other hand, the experimental group went through an electronically mediated language course. The whole study was carried out during a summer course. At the end of the course, students' productive and receptive language skills in both groups were checked. As for the productive skills, the analysis of the data revealed that the experimental group had performed far better than the control group in the writing modality, but the control group had outperformed in the speaking modality. The findings also signalled no significant difference regarding listening skills, which were targeted as the receptive skill. With respect to the findings of the study and the subjects' feedback on the strengths and weaknesses of the e-course, the study shed light on some of the practical and pedagogical drawbacks of employing e-learning for teaching language skills. As a way out of the existing problems, some solutions were proposed. The study has significant implications for stakeholders involved in electronically mediated teaching and learning practices. (Contains 7 tables.)