A growing body of research in interlanguage pragmatics (ILP) has documented that some features of pragmatics lend themselves well to instruction. Due to the abundant teaching approaches, nevertheless, it is still controversial which are most conducive to learning. Therefore, this study seeks to investigate the effectiveness of consciousness-­raising video-­driven prompts on the development of two commonly used speech acts of apology and request for sixty (22 male and 38 female) upper-intermediate Persian learners of English (ranging in age from 17 to 26) who were randomly assigned to three groups of twenty (discussion, roleplay, and interactive translation). The three groups were exposed to 36 extracts including 18 requests and 18 apologies taken from different episodes of the "Flash Forward," and "Stargate TV" series and the film "Annie Hall." Results of the multiple choice discourse completion test (MDCT) indicated that learners' awareness of requests and apologies benefit from all three types of instruction, but the results of the Scheffe test illustrated that the discussion group outperformed the other two groups. The findings provide insight into interlanguage pedagogy and present suggestions for EFL/ESL teachers and materials developers.