Digital technology has great potential for second language (L2) pragmatics learning as it creates communicative contexts for learners to practice L2s. However, despite the growing interest in technology enhanced learning, the efficacy of using technology on L2 pragmatics remains unknown. This paper examines the role of technology in L2 pragmatics learning and synthesizes the learning outcomes in previous studies. The researchers addressed the following: (1) The use of technology to develop L2 learners' pragmatic competence; and (2) Pragnatics learning outcomes and the means to document them. Twenty one studies were selected after an exhaustive literature search and application of inclusion/exclusion criteria. The findings revealed three uses of technology: as an instructional tool; as a medium for communication; and as both. The findings showed positive results of using technology to facilitate pragmatics learning. However, the learning outcomes were documented in diverse ways across studies: through assessments before and after technology use or qualitative analysis on technology-mediated interaction. This paper further discusses how different conceptualizations of pragmatic competence affect technology use and learning outcomes.