Abstract
Abstract Traditional EFL classes for English majors in mainland China have focused on promoting students’ language skills while, at the same time, cultivating their communication and critical thinking. In this article, I discuss a recent nationwide educational reform, i.e., moral education. I will highlight the challenges facing Chinese English language teachers in incorporating this reform and specify how I identified the moral components within the English course I taught. Some strategies for integrating these components into the English instruction are provided accordingly to enhance students’ moral development in addition to language skills.
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