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In contemporary technical education, the cultivation of ethical reasoning has become as essential as the acquisition of technical knowledge and skills. Engineers are increasingly expected to not only design and innovate but also to make decisions that reflect social responsibility and ethical integrity. This paper explores the potential of English classrooms as effective platforms for nurturing ethical reasoning among engineering students. Although English language instruction is traditionally associated with the development of linguistic and communication competencies, it also provides a conducive environment for engaging students in critical discussions on ethical concerns. By incorporating pedagogical practices such as critical reading, case-based analysis, structured discussions, debates, and reflective writing, English classrooms can expose learners to real-world ethical dilemmas related to technology, environmental sustainability, and professional conduct. Such approaches encourage students to evaluate diverse perspectives, think analytically, and express their ideas with clarity and coherence. Consequently, learners develop key competencies including ethical awareness, critical thinking, empathy, and effective communication. Furthermore, the paper examines instructional strategies that can be integrated into English language teaching to promote ethical sensitivity and informed decision-making. It also highlights the advantages of this interdisciplinary approach in preparing students for professional environments where ethical challenges are inevitable. However, the effective implementation of such practices requires addressing constraints such as limited instructional time, rigid curricular structures, and the need for adequate teacher training. In conclusion, integrating ethical reasoning into English classrooms contributes significantly to holistic engineering education by fostering the development of professionals who are not only technically proficient but also ethically responsible.