Multimodal synchronous-computer-mediated communication (SCMC) provides many possibilities for improving language learners' pragmatic competence (Maa & Taguchi, 2022). However, the research exploring how SCMC mode affects the pragmatic learning process and its outcome is limited. This study investigates the effects of SCMC modes on pragmatic learning opportunities in interactions and the subsequent outcome of request-making. Forty-eight Chinese EFL learners, divided into video-chat and text-chat groups, conducted four interactional role-play tasks in which they engaged in dyadic discussions on the writing of four requests to a third party. Results indicate that the learners more frequently discussed pragmalinguistics in video rather than text mode. Regarding the outcome of request-making, emojis occurred more frequently after the text chat when the learners were making requests to friends. It was also found that the video-based interactions provided more opportunities for discussing the pragmalinguistic features, which led to increased use of internal modifications to mitigate requests made to high-status requestees; text-based interactions provide opportunities for discussing situational and social features and were related to increased use of upgraders to intensify requests made to friends.