Many researchers called for a need to expose L2 learners to diverse writing contexts, and L2-L2 interactions using English as a communication tool became more common than communication with native English speakers. The present study introduced two groups of Korean university students to a task, for which they were grouped differently: the first with a group of students at a Chinese university and the second with Chinese students as well as students of a different Korean university. These groups performed a task that they selected from among three choices. In the process of their e-mail exchanges, the students' pre- and post-task perspectives were explored through two surveys. In addition, the students expressed their reflections regarding this experience in writing. Overall, the students seemed to consider this experience of exchanging emails with L2 students speaking a different L1 useful and it helped some students gain confidence in their ability to use English as a communication tool. This study provided an opportunity to expand the writing context in EFL classrooms.