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ABSTRACT Social-emotional learning (SEL) is increasingly discussed in teacher education, yet its meanings and pedagogical enactment remain underexamined in English language teacher education in Vietnam. In this context, values such as care, respect, self-discipline, responsibility, and harmony are familiar educational ideals, but they are not always named or practiced as SEL. This exploratory sequential mixed-methods study examined how preservice English language teachers in Vietnam understood SEL, perceived its relevance to English language teaching (ELT), identified barriers, and articulated preparation needs. Data were generated at a public pedagogical university through a focus group interview with 13 final-year preservice English language teachers and a questionnaire completed by 351 preservice English language teachers. Findings showed that participants valued SEL and associated it with care, emotional regulation, communication, classroom relationships, life skills, learner engagement, and professional growth. However, many understood SEL mainly as caring and supportive teaching rather than as a defined pedagogical construct or a set of ELT practices that can be intentionally planned, modeled, integrated, and assessed. Participants reported only moderate preparedness to enact SEL in ELT. Barriers included limited explicit training, insufficient modeling, inadequate resources and assessment tools, time pressure, examination-oriented schooling, and communication norms that may constrain emotional expression and student voice. The study suggests that the major challenge is not cultural resistance to SEL, but its limited professionalization in English language teacher education. It argues that SEL should be developed as a culturally situated professional competence through explicit instruction, modeling, guided practice, reflection, assessment, practicum mentoring, and program-level support.
Yến et al. (Mon,) studied this question.