This study analyses university students’ pragmatic competence in a series of English email tasks. This study analyses 87 Japanese university students’ pragmatic competence in a series of English email tasks. The students were engaged in a series of L2 English email activities: 1) email rating task, 2) metapragmatic discussion, and 3) email writing task after instruction on composing emails. Data used for the present study come from the scores of email rating tasks, participants’ written observations, and email compositions. Findings show participants’ awareness of formal email structure after the instruction. Based on the findings, pedagogical implications regarding awareness-raising tasks for email composition will be discussed.