This paper discusses the design and implementation of a pedagogical intervention aimed at raising sociopragmatic awareness in the context of Spanish as a foreign language in Denmark. The intervention consists of a blended-learning environment where the three main components are synchronous telecollaboration via Skype, reflection sessions in groups and teacher-driven instructional sessions. We will argue that telecollaboration not only provides Danish students of Spanish (who normally have very little contact with native Spanish speakers) with opportunities for interaction with Spanish speakers, but also constitutes an excellent source of learner-generated data, as the video recorded interactions become the focus of the reflection sections and the inspiration for the theoretical instruction on pragmatics. We will discuss the theoretical background and the rationale of the intervention as well as the details concerning its implementation, and we will present our analysis of two case-studies in order to illustrate some of the learning gains observed.