Applying PERMA-based lessons for EMP speaking instruction to enhance students’ learning experience

Abstract

To integrate the Positive emotion, Engagement, Relationship, Meaning in life, and Accomplishment (PERMA) model into teaching English speaking to create a harmonious English learning class, this study investigated lecturers’ feedback on the designed lessons and students’ perceptions of learning these lessons in their English for Medical Purposes (EMP) speaking class. To serve the first purpose, a workshop was held to introduce and demonstrate the PERMA-based lessons to EMP lecturers, who then delivered their feedback via an open-ended questionnaire. To serve the second purpose, student participants attending PERMA-based lessons in EMP course 1 and standard lessons in EMP course 2 gave feedback in interviews.  The findings reveal that the PERMA-based lessons embodied the PERMA model values, demonstrating their effectiveness in improving students’ learning enjoyment by engaging them more in study, fostering their positive feelings, and reducing their negative counterparts. It is then recommended that the validation process in this study can be used in other research aiming to validate intervention programs. Second, EMP teachers incorporate these lessons into their teaching, and lecturers from other educational fields consider adapting these lessons to foster their teaching and benefit their students.

Keywords: EMP learning, learning experience, lesson validation, PERMA model, student well-being.

DOI: 10.7176/JEP/16-10-03

Publication date:September 30th 2025