This study aimed at comparing the effect of dictogloss and oral dialogue journal on the Iranian EFL learners’ pragmatic competence in terms of acquisition of request speech act during an eight weeks instruction period. To begin with, the two experimental groups were homogenized by a proficiency test and then pretested by a request speech act test. The results obtained through a written DCT administered to 120 Iranian EFL learners indicated that both group’s request speechacts effective, but dictogloss were group was significantly better than that of oral dialogue journal group. Taguchi (2006) rating scale of pragmatic competence was used to rate the learners’ performance on the pretest and posttest. According to this classification, the development process involved 5 steps. Eventually, the EFL learners answer sheets were assessed by allocating a score to each step. It is hoped that the findings of this study could add to the body of knowledge in pragmatics in general and to our understanding of EFL context in particular.