This study aims to explore the applicability of Social-Emotional Learning (SEL) to English language teaching in a vocational high school setting. Of particular interest was whether SEL-integrated English lessons would be helpful for the students to enhance their motivation to learn and academic achievement. For a 15-week semester, experimental groups (N = 99) engaged in English lessons incorporating SEL elements while control groups (N = 105) learned the same language materials without accompanying SEL. The SEL-integrated syllabus consisted of 10 sessions, implemented once a week for 50 minutes per session. Data were collected from a battery of questionnaires designed to assess students’ English learning motivation, self-efficacy beliefs, and development in listening and reading proficiency. In addition, student journals, interviews, and teacher logs were employed for qualitative observation. The results suggest that practicing SEL in the classroom can be an effective means of raising vocational high school students’ motivation and achievement.