This study was designed to see if using Test-Teach-Test (TTT) method via "Telegram" and "Edmodo" can promote EFL Learners' pragmatic awareness. To fulfill this aim, the researcher selected 93 learners from an initial pool of 130 female, pre-intermediate learners based on their performance on the Preliminary English Test (PET). The selected 93 learners were placed into three groups including: experimental group one (N=31), which received TTT via "Edmodo"; experimental group two (N=33), which was exposed to TTT through "Telegram"; and the comparison group (N=29), which received face-to-face (F-to-F) instruction using the TTT method. Prior to the treatment, the three groups took the pragmatic awareness test as the pretest. After the treatment, the researcher gave the three groups the pragmatic awareness test as the posttest. The results of One-way ANOVA revealed that TTT via both "Telegram" and "Edmodo" significantly improved Iranian EFL learners' pragmatic awareness. Moreover, the results demonstrated that TTT employed via "Edmodo" was more effective in enhancing English as a Foreign Language (EFL) learners' pragmatic awareness compared to TTT used through "Telegram." Based on the findings, EFL teachers are recommended to use social networking tools in general and "Edmodo" in particular to promote EFL learners' pragmatic awareness.