This explanatory sequential mixed-methods study examined the impact of a Communicative Approach (CA) intervention on the development of pragmatic competence in the speech act of request among Iranian and Iraqi university-level EFL learners, with a specific focus on gender differences.   A sample of 100 intermediate students, comprising 50 Iranian and 50 Iraqi individuals, was allocated into experimental and control groups.  The experimental groups engaged in a twelve-week CA-based instructional program, whereas the control groups underwent conventional instruction.  Quantitative data were obtained through researcher-developed pre- and post-tests evaluating request performance, while qualitative insights were acquired through semi-structured interviews.  The results showed that the CA made a statistically significant difference in pragmatic performance for both Iranian and Iraqi learners, with the experimental groups doing much better than the control groups.  Further analysis indicated a significant gender effect for Iranian learners, with females exhibiting greater improvement than males; however, no significant gender difference was observed among Iraqi learners.  Qualitative analysis demonstrated that the CA improved learners' metapragmatic awareness and confidence, while also uncovering culturally specific preferences, such as a propensity for indirectness among Iranian learners and directness among Iraqi learners.  The study found that the Communicative Approach is very effective at helping people become more pragmatic, but that its effectiveness is affected by issues such as gender and cultural background. This shows that EFL teachers need to be able to adapt their teaching to different situations.