This study systematically examines the strength of the connection between synchronous CMC and pragmatic instruction by measuring the effects of three types of synchronous group discussion (written chat [WC], oral chat [OC], and traditional face-to-face [FF] discussion) on the acquisition of the speech act (refusals of an invitation) in the target language. Zhao (2003) notes that CMC research is limited in terms of investigating the effects these types of discussions have on other features of language development. Even so, the existing research indicates a positive connection between the use of written chat and oral production (e.g., Healy-Beauvois, 1997; Payne & Whitney, 2002). However, no other investigations specifically address the effects of CMC (written or oral) on pragmatic acquisition. In this study, two classes of third-semester Spanish students (N = 27) participated in small group discussions as well as pre and post role-play tasks that elicited the invitation refusal. Qualitative and quantitative analyses of these role plays illustrate that synchronous discussion type does have an effect on pragmatic development. The WC groups outperformed the others in terms of both complexity and variety of strategies used. A discussion of the results and implications for future research and pedagogy is included. (Contains 2 figures, 4 tables and 17 notes.)