Sociolinguists have long suggested that females are more cooperative, considerate and facilitative conversationalists, while males are generally considered less supportive and more competitive (Coates 1989, 1993, 1995; Holmes 1984, 1986, 1989, 1991, 1995). Studies on second language acquisition have also arrived at some interesting findings regarding gender differences. For instance, it was found that females are generally better and quicker second language (L2) learners than males (Boyle 1987; Ekstrand 1980; Farhady 1982; Larsen-Freeman & Long 1991). Others claimed that females are more likely to use prestige forms (Gussenhoven 1979; Leather & James 1996). However, this growing body of research into gender differences seems to have attracted the attention of few specialists in pronominal acquisition, especially in the field of L studies. Thus, the aim of this study is to examine the role of gender in determining the English pronominal use of Taiwanese EFL learners. Three experiments- namely, question-and-answer (Q&A), picture-description, and storytelling-were conducted in order to elicit the use of English pronouns by both male and female Taiwanese EFL learners. Results showed that female learners used fewer pronouns and committed fewer pronominal errors than their male counterparts. In addition, linguistic sexism occurred more often among the males, who replaced she and her with he and his with a significantly greater frequency. Moreover, results from the Q-&-A task showed that females were more likely to provide explanations, rather than merely answering the questions in simple sentences. This confirms the growing belief that females are more considerate and supportive conversationalists. All the differences stated above were statistically significant (p＜.05). It is hoped that the results of our study will have pedagogical implications for EFL instructors teaching English pronominal systems to male and female learners.