This study aims to investigate whether gender has an effect on how conversations are carried out in different-gender transactions in L2 classrooms. The study adopted a qualitative approach by examining the amount of talk, interruptions, overlaps, and questions in acquiring L2 conversations. The results of this study revealed that the female speakers show great engagement in the process of interaction in English and due to this feature, they have a great supportive role in continuing the interaction, while the male speakers try to maintain their dominance over the topics by using various strategies such as interrupting, topic-shifting, asking questions, overlaps, criticizing and engaging in conflicts to keep their dominance over the conversation. The conclusion is consistent with the previous research(Gass and Varonis, 1986) which claims that male language learners tend to dominate conversations and produce more language output while females tend to initiate more conversations and receive more input. Further research is needed to examine how gender and culture interact in EFL classrooms.