The adoption of computer-mediated communication (CMC) has been growing as an effective approach to facilitating second language (L2) and foreign language (FL) acquisition. Existing literature implementing CMC has investigated the efficacy of various devices, including video conferencing, emails, and virtual worlds. Nevertheless, few studies have explored the potential advantages of augmenting CMC-based learning with instruction. In order to develop English as a Foreign Language (EFL) learners' pragmatic competence, the current mixed-methods study investigated the impact of CMC on EFL learners' pragmatic competence in two conditions: CMC alone and CMC paired with instruction in pragmatics. Sixty-five college-level Chinese EFL students were divided into two learner groups; the experimental group engaged in CMC-based interaction with native English speakers via a messaging application WeChat and received instruction in the targeted pragmatic feature: compliment responses (CRs). The control group had CMC-based interaction without the pedagogical intervention. Results from an independent samples t-test on the post-instruction mean scores showcased a significant difference between groups for properly using CRs, favoring the experimental group (p = 0.023). Furthermore, qualitative data were collected via interviews to uncover parameters that affect EFL learners' pragmatic behaviors. Three main topics were derived according to the thematic analyses, entailing cognitive difficulties, EFL instructors, and learners' pragmatic knowledge. These findings offer further insight into how CMC coupled with instruction facilitates EFL learners' pragmatic development. Pedagogical implications for employing CMC combined with instruction are discussed.