This study investigates email pragmatic instruction in four sets of international English textbooks. The prevalence of email communication in today's technology-mediated world necessitates its inclusion in second language classroom instruction. However, our analysis of the books reveals inadequate attention to the sociocultural aspects of email writing. The analysis also indicates limited opportunities for learners to notice form-function-context connections, engage in output practice, and reflect on their pragmatic performance. These findings underscore the gap between research recommendations and current teaching practices, highlighting the urgent need for textbook writers to integrate research findings for enhanced pragmatic instruction. The findings also provide recommendations for teaching email communication in the second language classroom.