Integration of Discord in EFL Classroom (Final Draft)

 Introduction

The COVID-19 pandemic profoundly reshaped the educational landscape, necessitating a rapid shift from traditional face-to-face instruction to virtual learning environments, which underscored the critical need for effective online learning platforms. While widely known applications such as WhatsApp, Zoom, Google Meet, and various Learning Management Systems (LMS) became common choices, these platforms often required subscriptions for full functionality. This posed a challenge for schools or students with limited financial resources (Arifianto & Izzudin, 2021). In response to these limitations, Discord—a platform originally designed for gaming communities—emerged as a viable, cost-effective alternative for English as a Foreign Language (EFL) teaching and learning.

Picture 1. Discord Safety Library https://discord.com/safety/360044149331-what-is-discord

Discord is primarily a free voice, text, and video chat platform that allows the creation of private or public servers equipped with multiple channels, supporting the exchange of text messages, voice chats, file sharing, and video conferencing. While originally rooted in the gaming industry, Discord’s flexibility has enabled it to evolve into an educational tool used by students, teachers, and learning communities worldwide (Uong et al., 2022).

Features and Practical Use in EFL Classrooms

1. Voice and Text Channels:
   Discord allows the creation of multiple voice and text channels, which can be tailored for specific learning activities such as grammar discussions, vocabulary practice, or speaking tasks. These features support both real-time (synchronous) and delayed (asynchronous) communication modes (Odinokaya et al., 2021).
2. Screen Sharing and Video Calls:
   Teachers can share presentation slides, documents, and videos using Discord’s screen-sharing function, enriching listening and reading activities. This function supports the explanation of complex materials that benefit from visual demonstration.
3. File Sharing and Resource Storage:
   Instructors can upload and pin learning materials (PDFs, audio files, videos) to specific channels, providing constant access to resources for students. This ensures learners can review content anytime, which is especially useful for self-directed learning (Jannah & Hentasmaka, 2021).
4. Bots and Educational Integrations:
   The use of custom bots enables interactive activities such as vocabulary quizzes, polls, and practice tasks that enhance learner engagement and immediate feedback (Arifianto & Izzudin, 2021).
5. Breakout Room Simulation:
   Through multiple voice channels, teachers can simulate breakout rooms, enabling small group discussions or pair work. Teachers can join each group to guide, monitor, and give immediate feedback (Pramudya et al., 2024).
6. Persistent Chat History:
   Unlike other conferencing platforms where chat history may not be retained, Discord automatically saves past messages and shared files, allowing students to revisit past lessons and discussions (Uong et al., 2022).

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

The use of Discord in English as a Foreign Language (EFL) classrooms offers a range of significant benefits that contribute to both teaching effectiveness and student learning outcomes. One of the primary advantages is its cost-effectiveness; Discord is free to use and most of its features can be accessed without subscription fees, making it an affordable alternative for schools and students with limited financial resources (Arifianto & Izzudin, 2021). Additionally, Discord is more efficient in terms of internet data consumption compared to video conferencing platforms such as Zoom or Google Meet, as it relies heavily on voice and text communication rather than continuous video streaming, which is particularly beneficial for students with unstable or limited internet access (Jannah & Hentasmaka, 2021). The platform’s multiple communication channels—voice, text, and media sharing—create diverse opportunities for interactive language practice, such as role-plays, discussions, simulations, and peer feedback, allowing learners to develop speaking, listening, reading, and writing skills in an integrated way (Pramudya et al., 2024).

Moreover, Discord’s flexibility supports both synchronous and asynchronous learning, as students can access shared materials, recorded discussions, and chat histories at any time, facilitating self-paced study and review (Odinokaya et al., 2021). The availability of text channels dedicated to announcements and reminders enhances classroom management by ensuring that important information is not lost in general discussions. Teachers can also use voice channels as breakout rooms for group work, promoting collaboration among students even in remote settings (Uong et al., 2022). Previous research has highlighted the platform’s positive impact on students’ vocabulary acquisition, speaking fluency, and motivation; frequent use of tasks like role-play and vocabulary-focused activities in Discord has been shown to improve learners’ confidence and retention of new words (Odinokaya et al., 2021). Furthermore, the anonymity and informal nature of online communication on Discord can reduce language anxiety, especially for shy or hesitant learners, encouraging greater participation compared to traditional classroom environments (Jannah & Hentasmaka, 2021). Overall, Discord facilitates a supportive and engaging environment for EFL learners, offering both pedagogical flexibility and technological convenience.

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).

Furthermore, designing engaging and interactive activities that fully utilize Discord’s features demands creativity and adaptation from teachers, which may be difficult for those unfamiliar with online pedagogical strategies. If the learning activities are not carefully planned, students may become bored, especially during waiting times in turn-based speaking tasks like role-plays. Additionally, the absence of structured monitoring tools makes it challenging for teachers to ensure that students remain focused and involved in asynchronous discussions (Uong et al., 2022). Therefore, while Discord offers great potential as an educational tool, its successful integration requires overcoming technical, pedagogical, and user-related challenges through proper training, thoughtful instructional design, and clear usage guidelines.

Insights from Previous Studies

A synthesis of previous research highlights Discord’s substantial potential as an effective tool for EFL learning. Arifianto and Izzudin (2021) found that the majority of students showed high acceptance of Discord, particularly valuing its user-friendly interface, engaging features, and greater flexibility compared to more formal platforms like LMS or Zoom. Similarly, Jannah and Hentasmaka (2021) reported that students perceived Discord as highly motivating, especially in building speaking confidence, owing to its informal and less intimidating environment. Supporting this, Odinokaya et al. (2021) demonstrated that the platform fosters vocabulary acquisition through repeated exposure in both text and voice interactions, which enhances retention and encourages the practical application of new vocabulary items. Furthermore, Pramudya et al. (2024) emphasized the effectiveness of role-play activities conducted via Discord’s voice channels in improving students’ speaking fluency and willingness to communicate in English. However, while students responded positively, Uong et al. (2022) pointed out that teachers recognized Discord’s instructional flexibility but also faced a steep learning curve, particularly for those unfamiliar with such digital communication platforms. Collectively, these studies underscore that Discord offers meaningful pedagogical benefits, although its optimal use depends on both teacher readiness and thoughtful instructional design.

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