PERMA-Based Learning with AI Assistance for Argumentative Speaking: A Pilot Project
DOI:
https://doi.org/10.17977/um065.v6.i9.2026.8Keywords:
AI-assisted learning, Argumentative speaking, PERMA-based learningAbstract
Background of study: Pre-service teachers in non-English majors often experience anxiety when using English as a medium of instruction, particularly in speaking tasks that require academic argumentation. This challenge is relevant for students of Indonesian Language Education who are expected to integrate English into future teaching contexts. Aims and scope of paper: This study reports a pilot project for a larger planned study on the implementation of PERMA-based learning with AI assistance to evaluate students’ speaking for academic purposes. The pilot project focused on third-year students in the Indonesian Language Education program enrolled in the course
English for Learning. It aimed to improve their argumentative speaking ability and their readiness to use English as a language of instruction in future classrooms. Methods: This study employed a qualitative design using data triangulation through classroom observation, student reflections, and speaking performance records. Result: At the beginning of the program, most participants reported anxiety and low confidence because English was not part of their daily communication. However, through PERMA-based English learning, students gradually felt more comfortable due to strong support from the lecturer and peers. They also used AI tools to check and clarify their speaking performance before class sessions, followed by uploading summaries of their learning understanding to Google Classroom. Over time, students demonstrated noticeable improvement in pronunciation, speaking fluency, and self-confidence. Conclusion: The integration of PERMA-based learning and AI assistance created a supportive and motivating environment that helped students reduce anxiety and enhance argumentative speaking skills. The findings indicate promising potential for broader implementation in future research on speaking for academic purposes.
References
Almohammadi, A. S. (2024). Mindfulness and decision-making for teachers: The mediating role of self-esteem and the moderating role of experience. Frontiers in Education, 9, 1–11. https://doi.org/10.3389/feduc.2024.1493758
Almosa, A. (2024). An inquiry into how simulation experiment can facilitate speaking skills of foreign language learners. Journal of Language Teaching and Research, 15(6), 1808–1817. https://doi.org/10.17507/jltr.1506.06
Amir, Sarfaraj, M., Alam, S., Saudi, T. T., Ahmad, F., & Warda, W. U. (2025). Incorporating flipped classroom model: Developing English speaking skills of engineering students. International Journal of Information and Education Technology, 15(4), 686–695. https://doi.org/10.18178/ijiet.2025.15.4.2276
Asrobi, M., Suryati, N., Ivone, F. M., & El Khoiri, N. (2025). What is missing in metacognitive instruction? A closer look at Indonesian English education research. Studies in English Language and Education, 12(2), 859–877. https://doi.org/10.24815/siele.v12i2.41340
Beyene, D. O., Hussein, J. W., Endeshaw, A. A., & Getachew Tsegaye, A. (2024). Learners' motivational opportunities, learning style, cognitive ability and their associations with LLS choice to practice speaking EFL: Dire Dawa secondary government schools in focus, Ethiopia. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2392427
Buser, M. (2025). Challenge/competence appraisal by Swiss two-way immersion teachers of the “Cursus bilingue/Bilingualer Studiengang” in their professionalization process and career-entry stage implications. Education Sciences, 15(6). https://doi.org/10.3390/educsci15060773
Cahyono, B. Y., Fauziah, H., Santoso, D. R., & Wulandari, I. (2024). Revisiting technological tools used in EFL-speaking classes during the COVID-19 pandemic: What are the implications for the post-pandemic? JALT CALL Journal, 20(2), 1–21. https://doi.org/10.29140/jaltcall.v20n2.1054
Chunliu, X., & Guangsheng, L. (2025). The effectiveness of task-based language teaching in improving communicative competence. International Journal of Advanced and Applied Sciences, 12(1), 263–273.
Correia, R. C. (2025). Shuttling communicative competence to the 21st century. MEXTESOL Journal, 49(1), 0–1. https://doi.org/10.61871/mj.v49n1-11
Criado-Del Rey, J., Portela-Pino, I., Domínguez-Alonso, J., & Pino-Juste, M. (2024). Assessment of teacher motivation, psychometric properties of the Work Tasks Motivation Scale for Teachers (WTMST) in Spanish teachers. Education Sciences, 14(3). https://doi.org/10.3390/educsci14030212
Darmawansah, D., Hwang, G. J., Lin, C. J., & Febiyani, F. (2025). An artificial intelligence-supported GFCA learning model to enhance L2 students' role-play performance, English speaking and interaction mindset. Educational Technology Research and Development, 73(3), 1451–1479. https://doi.org/10.1007/s11423-025-10453-6
Dawilai, S., Santhi, N., & Wetpichetkosol, B. (2024). Online task-based language learning to enhance Thai monks' speaking performance. Journal of Mobile Multimedia, 20(2), 307–334. https://doi.org/10.13052/jmm1550-4646.2023
Deliana, D., & Ganie, R. (2025). Using debates in teaching speaking to EFL learners: Perceptions of English department students. Multidisciplinary Science Journal, 7(1). https://doi.org/10.31893/multiscience.2025052
Esmaeilee, S., Mahdavi-Zafarghandi, A., Khalili Sabet, M., & Hassaskhah, J. (2025). Positive psychology interventions and L2 speaking: A PERMA-based study on IELTS proficiency. Language Testing in Asia, 15(1). https://doi.org/10.1186/s40468-025-00378-5
Espiritu, J. G. M., & Buaraphan, K. (2024). Innovative approach to teaching EFL through a game-based speaking mobile application. International Journal of Information and Education Technology, 14(10), 1421–1434. https://doi.org/10.18178/ijiet.2024.14.10.2173
Fansury, A. H., Rahman, A. W., Rampeng, & Hamsiah, A. (2025). Students need analysis in developing mobile English application for English as a foreign language young learner. Journal of Education and Learning, 19(2), 1134–1143. https://doi.org/10.11591/edulearn.v19i2.21159
Gardiner-Hyland, F., & van den Hoven, M. (2025). Preparing for multilingual classrooms in Ireland: What do student teachers need to know? Education Sciences, 15(8), 1–26. https://doi.org/10.3390/educsci15081074
Hougham, D., Clenton, J., & Uchihara, T. (2024). Disentangling the contributions of shorter vs. longer lexical bundles to L2 oral fluency. System, 121, 103243. https://doi.org/10.1016/j.system.2024.103243
Huang, Q., Li, W., Mokhtar bin Muhamad, M., Nawi, N. R. binti C., & Liu, X. (2025). University English teaching evaluation using artificial intelligence and data mining technology. Scientific Reports, 15(1), 1–18. https://doi.org/10.1038/s41598-025-16498-0
Imbernón-Pérez, V. M., & Solís-Becerra, J. A. (2024). Técnicas cinematográficas para enseñar destrezas comunicativas en inglés en Educación Primaria. Revista Electronica Interuniversitaria de Formacion del Profesorado, 27(3), 189–210. https://doi.org/10.6018/reifop.608961
Ji, X., Zheng, S., & Cheng, L. (2025). Students' perceptions of need-supportive teaching, basic psychological need satisfaction, and life skills development in Chinese physical education. Frontiers in Psychology, 16, 1–14. https://doi.org/10.3389/fpsyg.2025.1430769
Jia, S., & Lu, Z. (2025). Enhancing EFL oral production through mobile assisted task-based language teaching: A study in effectiveness. Journal of Information Technology Education: Research, 4, 1–26. https://doi.org/10.28945/5482
Kang, H., He, B., Song, R., & Wang, W. (2024). ECAPA-TDNN based online discussion activity-level evaluation. Scientific Reports, 14(1), 1–19. https://doi.org/10.1038/s41598-024-63874-3
Ke, Y., & Zhou, X. (2024). Unlocking the core revision of writing assessment: EFL learner emotional transformation from form focus to content orientation. BMC Psychology, 12(1). https://doi.org/10.1186/s40359-024-01977-2
Kim, F., Johnston, E. L., & Fan, Y. (2024). A topic model analysis of students' gendered expectations using surveyed critiques of lecturers. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1296771
Kopzhassarova, U., & Izotova, A. (2024). The potential for the development and implementation of blended learning at the universities of Kazakhstan. World Journal of English Language, 14(4), 328–335. https://doi.org/10.5430/wjel.v14n4p328
Leeming, P., Vitta, J. P., Hiver, P., Hicks, D., McLean, S., & Nicklin, C. (2024). Willingness to communicate, speaking self-efficacy, and perceived communicative competence as predictors of second language spoken task production. Language Learning, 74(4), 917–949. https://doi.org/10.1111/lang.12640
López-Medina, E. F., & Casado, J. M. C. (2024). CLIL, a competence-based coping strategy against foreign language anxiety in higher education. Discover Psychology, 4(1). https://doi.org/10.1007/s44202-024-00187-6
Ly, T. M. T., & Nguyen, H. B. (2024). The influence of the PERMA model on EMP students' English speaking performance. International Journal of Learning, Teaching and Educational Research, 23(9), 1–22. https://doi.org/10.26803/ijlter.23.9.1
Ly, T. M. T., & Nguyen, H. B. (2025). Strengthening students' well-being via intervening PERMA-based lessons in their English speaking learning: A counterbalanced design. Educational Process: International Journal, 15. https://doi.org/10.22521/edupij.2025.15.144
Mandasari, B., Rahmah, M., & Mukminatien, N. (2024). Developing an assessment instrument model for Indonesian culture-based oral presentations for undergraduate EFL students. Journal for Foreign Languages, 16(1), 385–402. https://doi.org/10.4312/vestnik.16.385-402
Martín-Antón, L. J., Valdivieso, J. A., García-Alonso, J. C., Carbonero-Martín, M. A., & Saíz-Manzanares, M. C. (2024). Situational evaluation of teachers' social-emotional competence: Spanish version of the Test of Regulation in and Understanding of Social Situations in Teaching (TRUST). Social Psychology of Education, 27(5), 2857–2882. https://doi.org/10.1007/s11218-024-09927-x
Messerli, T. C., & Locher, M. A. (2024). Discourse practices of video-oriented textual comments. Discourse, Context and Media, 59. https://doi.org/10.1016/j.dcm.2024.100786
Mi, A., Hashim, H., & Hussin, S. (2025). Small private online courses integrated with blended learning: Effect on English speaking skills in Chinese higher education. Forum for Linguistic Studies, 7(5), 340–357. https://doi.org/10.30564/fls.v7i5.9572
Mirzoyeva, L., Makhanova, Z., Ibrahim, M. K., & Snezhko, Z. (2024). Formation of auditory and speech competences in learning English based on neural network technologies: Psycholinguistic aspect. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2404264
Moodie, I., & Greenier, V. (2024). “I promised growing up I would not become a teacher”: Exploring the career trajectory of a language teacher through social cognitive career theory. TESOL Quarterly, 58(1), 394–422. https://doi.org/10.1002/tesq.3235
Namsaeng, P., & Thuratham, W. (2025). Exploring English-speaking anxiety, vocabulary size, and their relationship among high- and low-performing Thai university students. World Journal of English Language, 15(6), 414–424. https://doi.org/10.5430/wjel.v15n6p414
Nguyen, L. T., & Hung, B. P. (2021). Communicative pronunciation teaching: Insights from the Vietnamese tertiary EFL classroom. System, 101, 102573. https://doi.org/10.1016/j.system.2021.102573
Ölmez, G. N., & İlter, B. G. (2025). Predictors of foreign language speaking anxiety in a tertiary level EFL context. Porta Linguarum, 43, 295–310. https://doi.org/10.30827/portalin.vi43.28720
Prabakaran, N., Patrick, H. A., & Kareem, J. (2025). Enhancing English language proficiency and digital literacy through metaverse-based learning: A mixed-methods study in higher education. Journal of Information Technology Education: Research, 24(10), 1–25. https://doi.org/10.28945/5484
Qian, L., Cao, W., & Chen, L. (2025). Influence of artificial intelligence on higher education reform and talent cultivation in the digital intelligence era. Scientific Reports, 15(1), 1–14. https://doi.org/10.1038/s41598-025-89392-4
Reize, D. T., Gluck, S., & Ostrizki, L. (2025). Change in perspective, change in educational policy. Frontiers in Education, 10, 1–6. https://doi.org/10.3389/feduc.2025.1588265
Rexhepi, S., & Suka, Ç. (2025). The criteria and challenges in evaluating the performance of the writing skills of German language students. Journal of Language Teaching and Research, 16(1), 13–22. https://doi.org/10.17507/jltr.1601.02
Sinwongsuwat, K. (2025). Enhancing Thai EFL learners' conversation skills through the CA-T Model: A conversation analysis-informed approach. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1627966
Thomas, K., Jacobs, N., & Lopez Vera, A. (2024). A proposal to teach medical students how to use interpreters. Discover Education, 3(1). https://doi.org/10.1007/s44217-024-00177-9
Tuilan, J. (2024). Speaking for academic purposes (S. W. J. Husain & H. E. Pabur, Eds.; 1st ed.). Tahta Media Group. https://tahtamedia.co.id/index.php/issj/article/view/795
Tuilan, J., Tuerah, I. J. C., Sumual, H. M., Mantiri, J., & Mahayanti, N. W. S. (2024). A bibliometric analysis of research on flipped learning in EFL speaking classroom. Edelweiss Applied Science and Technology, 8(5), 2447–2461. https://doi.org/10.55214/25768484.v8i5.2017
Usman, A. H., & Mahmud, A. F. (2024). Addressing low speaking proficiency in EFL students: The impact of integrated teaching strategies in an Islamic education setting. International Journal of Language Education, 8(3), 503–519. https://doi.org/10.26858/ijole.v8i3.66493
Vázquez-Sánchez, M. Á., Casals-Vázquez, A., López-Leiva, I., Sánchez-Ojeda, M. A., Río-Urenda, S. del, Navarro-Prado, S., García-Gámez, M., & Casals, C. (2023). Cultural adaptation and validation of the Family Nursing Practice Scale (FNPS) for use with Spanish-speaking nursing degree students. Nurse Education in Practice, 72. https://doi.org/10.1016/j.nepr.2023.103756
Villar-Guevara, M., Livia-Segovia, J. H., García-Salirrosas, E. E., & Fernández-Mallma, I. (2024). Student Evaluation of Teachers' Effectiveness (SETE) scale: Translation, cross-cultural adaptation and psychometric properties in a Latin American sample. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1401718
Wang, W., Rezaei, Y. M., & Izadpanah, S. (2024). Speaking accuracy and fluency among EFL learners: The role of creative thinking, emotional intelligence, and academic enthusiasm. Heliyon, 10(18), e37620. https://doi.org/10.1016/j.heliyon.2024.e37620
Xiong, S., & Eng, L. S. (2024). Learning more about Chinese culture through speaking English: Speaking module incorporating Chinese culture for EFL college undergraduates in China. Forum for Linguistic Studies, 6(3), 620–638. https://doi.org/10.30564/fls.v6i3.6615
Yang, X., Deng, J., Sun, X., & Kaiser, G. (2024). The relationship between opportunities to learn in teacher education and Chinese preservice teachers' professional competence. Journal of Curriculum Studies, 00(00), 1–19. https://doi.org/10.1080/00220272.2024.2334944
Yassin, B. (2024). Enhancing English as a Foreign Language (EFL) learning in Saudi Arabia: The academic contribution of YouTube in EFL learning and cultural awareness. Frontiers in Education, 9, 1–9. https://doi.org/10.3389/feduc.2024.1451504
Zakarneh, B., Mahmoud, D. A. M., Bouakaz, L., Darmi, R. H., & Annamalai, N. (2025). Mobile-assisted shadowing: Transforming pronunciation for Arab English learners. World Journal of English Language, 15(5), 390–400. https://doi.org/10.5430/wjel.v15n5p390
Zhan, M., Annamalai, N., Huang, R., & Niu, C. (2025). Vlog for fluency: A qualitative case study of Chinese students' motivation in task-based English speaking. Journal of Language Teaching and Research, 16(3), 1013–1022. https://doi.org/10.17507/jltr.1603.32
Zhang, L., & Kong, Y. (2025). Integrating production-oriented approach (POA) in flipped classrooms: An action research on enhancing spoken English instruction for English majors in China. Forum for Linguistic Studies, 7(2), 117–136. https://doi.org/10.30564/fls.v7i2.8136
Zheng, X., Mohd Puad, M. H., Ab. Jalil, H., & Wang, W. (2025). Designing TED-TI instructional strategy: Tackling high-density classroom management dilemmas and tapping into the employment potential of native-language public speaking education. Cogent Education, 12(1). https://doi.org/10.1080/2331186X.2025.2542396
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Rasi Yugafiati, Issy Yuliasri, Widhiyanto
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
