Infusing Moral Values in EFL Classrooms: A Case Study in Vietnamese High Schools

Moral education plays an important role in students’ overall growth, helping them develop not only knowledge but also good character, values, and social responsibility. However, its integration into subjects, including English as a Foreign Language (EFL) teaching, has not received much attention in public high schools in Vietnam. This study thus aimed to examine how three EFL teachers in three different Vietnamese high schools integrated moral values into their lessons. By using a combination of classroom observations, semi-structured interviews, and analysis of teaching materials, this qualitative case study explored teachers’ perceptions and strategies in integrating moral values. The findings revealed that while all three teachers expressed positive perceptions of embedding moral values in EFL teaching, their levels of understanding and ways of implementation varied. For pedagogical implications, the findings highlight that integrating moral values into EFL teaching requires intentional teacher preparation, careful lesson planning within the time constraints of each lesson, and the use of interactive, student-centered activities that embed moral content alongside EFL learning. Moreover, a supportive curriculum, textbook design, targeted teacher training, classroom practices, and school-wide reinforcement are essential to ensure that moral values are consistently and meaningfully integrated into EFL instruction.

کلیدواژه ها:

EFL classroom practices ، high schools ، moral education ، values