Shiraz University Teaching English as a Second Language Quarterly 2981-1546 45 3 2026 06 01 Laughing at Moral Failings: A Qualitative Case Study of Character Strengths and Failures in Friends 91 116 8701 10.22099/tesl.2026.55179.3468 EN Seyyedeh Fahimeh Parsaiyan Department of English, Faculty of Literature, Alzahra University, Tehran, Iran 0000-0003-1781-2948 Fatemeh Esmaeelzadeh National Cheng Kung University (NCKU), Taiwan Journal Article 2025 12 12 <strong>Framed within the Values in Action (VIA) Classification framework, the present study investigated the pedagogical potential of sitcoms, a widely utilized form of authentic multimodal material, for supporting language learning while simultaneously serving as a vehicle for representing character strengths and failures. The study drew on the experiences and perspectives of 20 Iranian English as a Foreign Language (EFL) teachers and learners through in-depth interviews, complemented by a Qualitative Content Analysis (QCA) of character strengths and failures depicted in selected episodes of <em>Friends</em>. The findings indicated that both groups of participants recognized the influence of sitcoms across linguistic, cultural, and character-related domains, although the extent and durability of these effects varied. Moreover, the content analysis revealed that while Friends portrays instances of character strengths such as kindness and social intelligence, it predominantly depicts moral failings, including infidelity, poor self-regulation, and offensive humor. Despite its popularity in the Iranian language education context and its inclusion of certain positive character traits, the sitcom conveys Western cultural norms that sharply conflict with Islamic-Iranian values. These findings underscore the need for further scholarly inquiry into both the contributions and potential repercussions of authentic multimodal materials in shaping language learners' well-being and character development. The study offers practical implications for syllabus designers, EFL teachers, and learners by informing more critical, reflective, and culturally responsive selection and use of media in language education.</strong> https://tesl.shirazu.ac.ir/article_8701_0c1b43211d138efd9b2a7c5084edeeba.pdf