Innovation and affordances of technology-based digital platforms offer ample opportunities to enhance the efficacy of language learning. Drawing on this issue, this study sheds light on the impact of reverse learning on developing EFL learners’ pragmatic competence. To reach the objective, 64 Indonesian EFL learners were divided into flipped and control groups. In the reverse group, the participants learned course materials posted through WhatsApp prior to the class. The in-class learning activities were mostly emphasized to enhance the participants’ communicative ability. This study employed pre-test and post-test on Discourse Completion Test (DCT). Moreover, a written self-report survey and a Technology Acceptance Model (TAM) questionnaire were administered to depict the participants’ perception and acceptance of reverse learning. The results portrayed that the participants in the reverse group were more actively engaged in the learning activities and got higher scores in the post-test. The results of the self-report survey and TAM questionnaire revealed that most of the participants of the reverse group appreciated the practice of reverse learning and voluntarily acknowledged WhatsApp as a satisfactory digital platform to facilitate learning.