EFL Teacher Educators’ Perspectives on Embedding Social-Emotional Learning into EFL Teacher Education in Vietnam

Abstract

Social-emotional learning (SEL) has received growing attention, but little is known about how it is understood and enacted in EFL teacher education in Vietnam. This qualitative study examined how five EFL teacher educators at a Vietnamese pedagogical university perceived and enacted SEL. Data from semi-structured interviews were analyzed thematically. Most were unfamiliar with SEL as a formal framework; however, they considered its principles relevant to Vietnamese values, effective teaching, and students’ development. They reported modelling SEL-related skills, using group work and extracurricular activities, and including these skills in assessment. These practices, however, were mostly based on experience and were not explicitly connected to SEL. Major reported barriers included limited training, time, resources, large classes, and insufficient institutional support. Participants suggested integrating SEL into existing courses, providing professional development, and strengthening collaboration. The study shows that teacher educators are willing to adopt SEL but need clear guidance and sustained institutional support.