This chapter examines the efficacy of a discursive proposal for teaching refusals through using audiovisual material. Undergraduate EFL learners received a pragmatic treatment on refusals which integrated pre-, while- and post-watching video activities based on TV series excerpts. In particular, the instructional design aimed to achieve the following objectives: (1) exposing learners to diverse refusal sequences, (2) facilitating meaningful practice and collaborative construction of refusals, (3) fostering metapragmatic discussion on forms and norms for refusing, and (4) empowering learners to exercise agency in their communicative choices. The findings revealed significant differences in the use of refusal strategies between the experimental group, which received the treatment, and the control group, thereby highlighting notable advantages for the experimental group. Particularly significant was the observed increase in the production of contextually appropriate refusals by participants, demonstrating a clear adaptation of responses to the social status and interpersonal distance of the requester. Furthermore, participants in the experimental group exhibited heightened and diversified usage of both refusal strategies and their accompanying adjuncts. This led to significant pragmatic enhancements, including the ability to provide contextually relevant justifications, adopt a more empathetic stance, and develop greater proficiency in negotiation and flexibility skills. These findings underscore the efficacy of integrating audiovisual materials within the pedagogical framework of pragmatics, offering valuable insights into enhancing EFL learners' communicative competence. [For the complete volume, "Foreign Language Learning from Audiovisual Input: The Role of Original Version Television. Educational Linguistics. Volume 66," see ED676342.]