Interlanguage pragmatics knowledge is significant since it enables second/foreign language users to communicate well with native and non-native users of English. The instruction of interlanguage pragmatics has been well-accepted as a measure to improve interlanguage pragmatics knowledge. This instruction can be affected by a range of variables. Several variables such as instruction approach, the language of instruction, and learners’ characteristics have already been examined; however, there are still niches in the literature that needs empirical studies to be occupied. One of these gaps that is addressed in this study deals with the effect of teachers’ gender on their use of techniques for teaching interlanguage pragmatics. This quantitative study employed a Likert-scale questionnaire to identify the possible similarities and differences between the techniques used by 211 Iranian English language teachers. The participants who were selected based on a quota sampling procedure expressed the techniques they use while teaching interlanguage pragmatics. The findings of this study indicated that female teachers used L1 in their instruction, films, language games, and pictures to teach interlanguage pragmatics more than male instructors; however, male teachers used email-exchanging activities to improve their learners’ L2 pragmatics significantly more than female participants. Manuscript profile