This paper presents findings from a quasi-experimental study that examined the effect of corrective feedback (CF) on L2 pragmatics, specifically comparing Face-to-Face (FF) and Technology-Mediated (TM) modes. The study involved a total of forty-four ESL students from three parallel intact classes. The primary focus of this paper is to report the results obtained from data collected through production tasks employing Role-play scenarios. To analyze the data, a mixed-model Analysis of Variance was conducted, examining the main and interaction effects of CF, delivery mode (FF and TM), speech act type (request and refusal), and time (pre-test, post-test, and delayed post-test). The results demonstrated that CF had a substantial positive effect on L2 pragmatic production, resulting in significant overall improvement. Furthermore, the results showed that both FF and TM modes of CF were similarly effective for enhancing pragmatic production. Additionally, the study demonstrated that the effects of CF on pragmatic production were durable and long-lasting. Altogether, these findings support the utilization of corrective feedback in technology-mediated language instruction within L2 classrooms.