Integrating Social–Emotional Learning into University EFL Instruction: Developing Self-Awareness and Social Awareness Via Video Based Discussions in a Vietnamese Context
Keywords:
social-emotional learning; EFL; higher education; video-based discussionAbstract
Although social-emotional learning (SEL) has been widely studied in K–12 settings, its integration into university-level English-as-a-foreign-language (EFL) instruction remains underexplored, particularly in Vietnamese higher education. This study aims to examine how SEL can be integrated into English-as-a-foreign-language (EFL) classes through video-based discussion activities at a university in the Mekong Delta region of Vietnam. The study focuses on two core competencies from the Collaborative for Academic, Social, and Emotional Learning’s framework: self-awareness and social awareness. The participants were 42 third-year English-major students (estimated B2 level) enrolled in an Advanced English Language Skills 1 course during the second semester of the 2024-2025 academic year. Data were collected through classroom observation notes and a focus group interview, and analyzed using qualitative content analysis. The findings indicate that students were frequently engaged in sharing personal views, taking others’ perspectives, and expressing their empathy in English. Importantly, the interview revealed that contextual factors such as topic sensitivity, teacher attitude, and classroom atmosphere considerably influenced how openly students engaged with classroom activities. The findings suggest that SEL integration is feasible and valuable within EFL courses in Vietnamese universities.
https://doi.org/10.26803/ijlter.25.6.9
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