This quasi-experimental study examined the impact of integrating Social and Emotional Learning into English language teaching for 110 primary school students in a rural area of Dong Thap Province, Vietnam. During a 12-week intervention using the Grade 5 English textbook (Global Success), the students participated in English learning activities that integrated Social and Emotional Learning competencies. Quantitative data included pre-test and post-test that assessed four skills: listening, speaking, reading, and writing. Qualitative data were collected through interviews with eight random students from four Grade 5 classes. The findings showed statistically significant improvements in students’ academic outcomes and highlighted positive improvements in learning attitudes such as active listening, empathy, helping and cooperating in group work, motivation, and self-discipline. The study confirms the effectiveness of and provides pedagogical implications for integrating Social and Emotional Learning into learning English as a foreign language, especially in rural areas. This study also suggests further research on designing English curricula that integrate social and emotional learning in primary and other levels of education in Vietnam.