Effective communication skills play an integral role in learners’ academic endeavour and daily life interaction. However, in EFL settings where learners do not have adequate exposure to the target language (TL) native speakers’ social rules and sociocultural norms, developing their communicative competence ability is a challenging task. In connection with this, literature advocates the incorporation of pragmatic instruction (PI) to enhance EFL learners’ communicative competence. Hence, this study investigated the effects of incorporating PI in EFL to enhance learners’ communicative competence. The study employed a pretest-posttest quasi experimental study design. Two intact sections (sections 5 and 6) students of Bahir Dar University, Zenzelima Campus registered for ''Communicative English Language Skills II, course were participated as the comparison group (CG) and interventional group (IG) respectively. While the CG participants were taught the course using the conventional CLT approach, the IG participants were taught the same course using PI incorporated into the conventional CLT approach along with pragmatic awareness and pragmatic competence metalanguage and metapragmatic description tasks and activities. The collected pretest and posttest data were analysed using the independent samples and paired sample t-test statistical analysis of the SPSS (Version25) statistical package. The quantitative data analysis results from the IG participants was found statistically significant in comparison to the CG participants with p - value, p < 0.001, which is statistically significant with more than 99% probability of confidence and less than 1% probability of error or confidence interval. In addition to this, the effect size of the analysis from IG participants was reported as d = 0.80. Similarly, the result from the qualitative data also revealed the positive effects of PI on learners’ communicative competence. Both results of the statistical and qualitative analysis signify the IG participants taught using PI integrated CLT approach outperformed their CG counterparts in their communicative competence ability after the intervention. This implies that the incorporated PI metalanguage and metapragmatic description activities into the FLEn1012 freshman course has significant positive effects in enhancing learners' communicative competence. Therefore, it can be concluded that incorporating PI into the CLT approach and teaching materials in EFL has positive effects on learners' communicative competence