With an awakening of interest in gender, a wide array of potentials has emerged for research, theory and practice in SLA. The present study examined the monologic oral performance of 20 male vs. 20 female Iranian EFL learners on a participant-rated LCIT (least culturally inhibiting topic) vs. a participant-rated MCIT (most culturally inhibiting topic), addressed to a male vs. a female teacher. Performance was rated in terms of fluency, complexity, and accuracy. 2×2×2 Repeated Measure Mixed Factorial ANOVA revealed the following results: a) fluency varied significantly due to gender, and topic separately, b) complexity significantly varied due to topic, and c) accuracy demonstrated significant statistical difference regarding teacher gender, participant gender, and the interaction of the two. Topic also influenced variability, and finally the interaction of all the three variables, i.e. teacher gender, participant gender, and topic significantly influenced accuracy of participants’ speech. Implications of the study are discussed.
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