Integration of Discord in EFL Classroom (Revise Draft)

Introduction

The COVID-19 pandemic profoundly reshaped the educational landscape, necessitating a rapid transition from traditional face-to-face instruction to virtual learning environments, which underscored the critical need for effective online learning platforms. While established applications like WhatsApp, Zoom, Google Meet, and Learning Management Systems (LMS) were widely adopted, many popular options often came with significant subscription costs for full functionality, posing challenges for smaller educational institutions or students with limited economic resources. In this transformative period, Discord, a platform initially known for facilitating communication within gaming communities, emerged as a promising and viable alternative for English as a Foreign Language (EFL) teaching and learning.

Discord is fundamentally a free voice and text chat platform that supports IP telephony, video conferencing, screen sharing, and the creation of both public and private chats for exchanging text, voice, and video messages. While its origins are deeply rooted in the gaming world, where it allowed gamers to communicate while playing, Discord has evolved, acquiring new functionalities that have made it a versatile space for people with shared interests, including educational applications.

Features and Practical Use in EFL Classrooms

1. Voice and Text Channels:
Discord allows teachers to create multiple text channels for written communication (e.g., "Grammar Tips," "Vocabulary Corner") and voice channels for real-time speaking practice. This is beneficial for practicing pronunciation, intonation, and real-time conversation skills. For example, in role-play activities, students can be divided into groups using different voice channels to simulate various real-life scenarios such as booking tickets, giving directions, or debating topics.

2. Screen Sharing & Video Calls:
Teachers can share slides, documents, or YouTube videos via screen sharing, offering visual support during listening or speaking tasks. This feature can also replace the function of an overhead projector in a virtual class.

3. File Sharing:
Educational materials such as PDFs, images, or audio files can be directly uploaded and pinned in channels, making resources readily available to students.

4. Bots and Integrations:
Custom bots (like "QuizBot" or "PollBot") can run quizzes, polls, or vocabulary games to engage learners and provide immediate feedback.

5. Breakout Room Simulation:
Through multiple voice channels, teachers can assign students to “rooms” for small group discussions, problem-solving tasks, or peer feedback activities—similar to Zoom’s breakout rooms but at no cost.

6. Persistent Chat History:
Unlike other live meeting apps where chats disappear after the session ends, Discord automatically saves text, links, and files, allowing students to revisit previous lessons or materials for review.

Procedures for Implementation in the EFL Classroom

1. Server Setup: The teacher creates a dedicated server for the class, organizing it into various channels (e.g., Announcements, General Chat, Speaking Practice, Grammar Room).
2. Orientation: Students are given an orientation on basic Discord features—joining voice channels, muting microphones, reacting to posts, using emojis/stickers for expression, and accessing files.
3. Material Distribution: Teachers upload learning materials in respective channels before lessons, ensuring students have access to vocabulary lists, reading texts, and grammar explanations.
4. Interactive Learning: Activities such as role-plays, pronunciation drills, vocabulary games, and peer review are conducted via voice channels, while discussions, Q&A sessions, and grammar exercises are handled through text channels.
5. Task Completion & Submission: Homework or speaking assignments can be recorded and submitted via voice messages or uploaded audio/video files.
6. Feedback: Teachers provide asynchronous or synchronous feedback using text messages, voice notes, or live discussions in dedicated channels.

Benefits of Using Discord in EFL Classrooms

• Cost-effective: Discord’s core features are free, eliminating the financial barrier common in other platforms like Zoom.
• Flexible Communication: Text, voice, and video modes cater to different learning preferences.
• Data-efficient: Voice and text modes consume less data, crucial in regions with costly or limited internet access.
• Increased Interaction: Enables both synchronous and asynchronous communication, which encourages more active participation from introverted or less confident learners.
• Motivating & Familiar: Especially for younger learners familiar with gaming platforms, Discord feels less formal and intimidating, leading to increased engagement.
• Recordable Learning Trace: All materials, discussions, and feedback remain accessible for later review.
• Support for Autonomous Learning: Students can join public English practice servers outside of class hours, increasing exposure to authentic language use.

Challenges and Limitations

Despite its numerous advantages, the use of Discord in EFL classrooms presents several challenges that teachers and students need to consider. One significant challenge is the complexity of Discord’s interface, especially for first-time users or those unfamiliar with digital platforms commonly used in gaming communities. Teachers, in particular, who are accustomed to conventional learning management systems may find it overwhelming to navigate and utilize Discord’s various features effectively without prior training or support (Uong et al., 2022). In addition, Discord does not include built-in educational tools such as whiteboards or session recording features, which are available in platforms like Zoom or Google Meet. As a result, educators often have to rely on third-party applications to perform these functions, which can complicate the teaching process and require additional technical skills (Arifianto & Izzudin, 2021).

Another limitation relates to the potential for student distraction. Because Discord allows access to public servers unrelated to the learning environment, students may be tempted to visit gaming or entertainment servers during class time, reducing their focus and participation (Jannah & Hentasmaka, 2021). Technical issues also pose barriers to effective learning. These include unstable internet connections, insufficient data packages, low-quality audio streaming due to poor devices, and forced application closures caused by limited device storage or excessive background applications. Such problems, though external to the Discord application itself, directly impact the learning experience and require students to manage their devices carefully (Pramudya et al., 2024).

Insights from Previous Studies

Arifianto & Izzudin (2021) found that the majority of students expressed high acceptance of Discord due to its ease of use, engagement potential, and flexibility compared to LMS or Zoom. Jannah & Hentasmaka (2021) reported that students perceived Discord as motivating, especially in developing speaking confidence, thanks to its informal environment. Odinokaya et al. (2021) confirmed that Discord could support vocabulary acquisition through repetitive use in daily chat-based or voice-based activities, which improved retention and active use. Pramudya et al. (2024) highlighted that role-play activities using Discord’s voice features significantly improved speaking fluency and students’ willingness to speak in English. Uong et al. (2022) revealed that teachers appreciated Discord's flexibility but noted the steep learning curve, especially for educators without prior exposure to similar platforms.

Conclusion

Discord presents a flexible, engaging, and low-cost solution for EFL classrooms that effectively enhances speaking, vocabulary acquisition, and motivation among learners. While there are technical and pedagogical challenges, these can be mitigated with teacher training, structured activities, and integration with supplementary tools.

References

Arifianto, M., & Izzudin, I. (2021). Students’ acceptance of discord as an alternative online learning media. International Journal of Emerging Technologies in Learning (iJET), 16(20), 179-195. https://doi.org/10.3991/ijet.v16i20.22917 

Jannah, E. I., & Hentasmaka, D. (2021). THE USE OF DISCORD APPLICATION IN VIRTUAL ENGLISH LEARNING: AN INVESTIGATION ON STUDENTS’PERCEPTIONS. Premise: Journal of English Education and Applied Linguistics, 10(2), 183-200.

Odinokaya, M. A., Krylova, E. A., Rubtsova, A. V., & Almazova, N. I. (2021). Using the discord application to facilitate EFL vocabulary acquisition. Education Sciences, 11(9), 470. https://doi.org/10.3390/educsci11090470 

Pramudya, R. S., Sumani, S., & Pinandhita, F. (2024, July). Using Role-Play And Discord Media To Teach Speaking For Esl Students. In ELITICS: Proceedings of Seminar on English Education, Literature, and Linguistics (Vol. 3, No. 1, pp. 163-166).

Uong, T. G. T., Nguyen, D. K., & Nguyen, H. N. (2022). Teachers’ feedback on using Discord as an online learning platform. International Journal of TESOL & Education, 2(4), 84-104. https://doi.org/10.54855/ijte.22246