<![CDATA[The gap between grammatical accuracy and pragmatic competence remains a persistent challenge for EFL learners, particularly when speaking instruction rarely integrates contextual speech-act analysis with a critical gender perspective. This study examines speech acts in Disney-Pixar's Inside Out, analyzes how family interactions construct gendered communication, and discusses implications for inclusive English-speaking instruction. A qualitative descriptive design was applied to 43 utterances drawn from the film and its official transcript, classified through Searle's speech-act taxonomy, and interpreted contextually. Directives were most frequent (41.9%), followed by assertives (30.2%), expressives (25.6%), and one commissive (2.3%), with no declaratives. Contextual, relational, and emotional factors—rather than fixed gender traits—shaped communicative functions. These findings suggest Inside Out serves as authentic pedagogical material for developing learners' pragmatic awareness while fostering critical reflection on gender representation in inclusive speaking instruction.]]>
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