EMBEDDING MORAL VALUES INTO LESSONS: EFL HIGH SCHOOL TEACHERS’ PERCEPTIONS AND THEIR CLASSROOM PRACTICES

Abstract

Within the increasingly complex dynamics of globalization, the significance of moral guidance has grown profoundly essential. Educational standards are on the rise, emphasizing the development of both learners’ competencies and moral qualities. In Vietnamese high schools, along with an increase in reported moral degradation, the implementation of the new English curriculum mandates teachers not only to teach language but also to integrate moral values into lessons. This study used questionnaires containing both closed and open-ended questions to examine the perceptions and teaching practices of moral values among 30 English teachers in three provinces of the Mekong Delta. Then, data were analyzed quantitatively and qualitatively. The findings indicated teachers’ positive perceptions of integrating moral values into EFL lessons and their self-reported frequent classroom practices. These findings were qualitatively supported, leading to discernible pedagogical implications.