During the past 20 years, research and practice in Computer Assisted Language Learning (CALL) has witnessed a growing interest in telecollaboration in foreign language education (Garcés & O’Dowd, 2020). In a context where knowledge and understanding are constructed through interaction and negotiation, studies have shown that telecollaborative tasks have come to be seen as one of the main pillars of intercultural studies and projects (O’Dowd, 2012) as they facilitate intercultural exchanges (Çiftçi & Savaş, 2014; Lee & Markey, 2019) and offer increased opportunities to participate in “authentic” real time interactions (Belz, 2006; Garcés & O’Dowd, 2020). As an indissociable part of intercultural studies, pragmatic competence, which was defined as the ability to appropriately interpret and respond to social and cultural cues (Roever, 2022), plays a crucial role in shaping the interpretation of language in use across cultural boundaries (McConachy & Liddicoat, 2016). In fact, it has been claimed that online intercultural exchange directs learners’ attention and reflexivity on their own and their partners’ uses of second language pragmatic features and; hence, offers learners the potential to develop their meta-pragmatic awareness (Ishihara, 2007). However, when it comes to measure the degree of the development of learners’ second language (L2) pragmatic competence, little is known about what and how to test it and the norms against which learners’ responses should be assessed. Because of its complex nature, the early existing tests of pragmatics had very low reliability and limited scope as they only focused on assessing a narrow set of isolated linguistic and pragmatic abilities (Roever, 2022). The present paper aims to contribute to future research on L2 Pragmatics assessment. It reviews the literature of the early existing L2 pragmatic competence tests, and from their related critics we attempt to broaden our focus to other dimensions of pragmatic competence that have received little attention such as co-verbal language (gestures, facial expressions, and prosody) to provide a fuller picture of L2 learners’ pragmatic abilities. Hence, in line with Shively (2021), this paper advocates the potential for technologies to enhance L2 pragmatic competence assessment. In our contribution, we discuss fundamental parameters of task-based pedagogical scenarios that allow a real engagement of learners in multimodal and meaningful interactions which in turn stimulates learners’ meta-cognitive abilities and reflexivity through L2 pragmatic competence self-assessment practices (Allal, 2013).