The purpose of the present study is to describe the use of a learning conversation approach integrating E-mail and to analyze the evolution of the learning conversation among students. This pedagogical strategy was aimed at supporting college students who attended regular lectures (n=57). Results show that it is possible to incite metacognitive changes and to maintain them at least over a term. Data analysis shows that students had exchanges at the metacognitive level by means of both E-mail and journals in which messages were more oriented toward the metacognitive level. (Contains 5 figures and 12 references.) (Author/SLD)